Comparative study on the effectiveness of Flipped learning versus traditional lecture in Victimology course

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 17권 / 22호 / 665 ~ 681페이지
· 저자명 : 이영림, 이권철

초록

The purpose of this study was to investigate the effectiveness of the flipped classroom in social science courses and whether, and how, students' individual characteristics influenced this effectiveness. We applied flipped learning and traditional learning to a victimology course taught in the spring semester of 2017. The victimology course consisted of 3 hours per week and lasted for 15 weeks. The flipped classroom consisted of 2 hours video lecture and 1 hour face-to-face lecture, whereas the traditional classroom consisted of only 3 hours face-to-face lecture. In both classrooms, teaching materials were identical and students were tested 3 quizzes and 1 final exam. We compared the academic performance and satisfaction of students in the flipped classroom (N=55) to those of students in a traditional classroom environment (N=34). ANCOVA and t-test were performed to compare academic performances and students satisfaction between flipped and traditional classroom as well as the effect of students' characteristics in flipped learning. The results showed that students in the flipped classroom performed better and were more satisfied relative to those taught in a traditional classroom. Moreover, the results showed that the flipped classroom was more effective for male students, lower academic year students, and individuals who are poor in academic performance. We concluded that the flipped classroom can improve student performance even for social science courses, and this model should be applied appropriately in ways that are most beneficial for students with different characteristics.

참고자료

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