대학 플립드 러닝 학습 몰입 평가도구 개발

초록

Despite the current attention on flipped learning (FL), FL is not largely adopted into university classes. One reason can be found that the educational outcome of FL is not clearly defined. Given that FL emphasizes active learning and interactions between learners, student engagement can be considered as one of the most important educational outcomes for FL. However, few studies have examined student engagement in FL classes. Thus, the purpose of this study was to develop a scale for assessing student engagement for university FL. To do this, the factors and items were drawn from reviews of relevant literature and case studies. An online survey was conducted with one university from Seoul, Korea. Fist, explanatory factor analysis was conducted with data collected from 458 university students to identify the factor of the instrument. Next, confirmatory factor analysis was conducted with data from 376 university students to verify the validity of the instrument. The derived 10 factors were as follows: Learning Enthusiasm, interaction outside the classroom, interaction inside the classroom, pre-class contents activation, contents integration, learning experience satisfaction, using meta-cognition use, help-seeking, planning for learning, and using learning strategies. Implications of the findings were suggested with discussions for future studies for flipped learning in higher education settings.

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