대학의 디자인 교과목에서 플립드러닝 적용사례 및 효과성 검증 연구

The purpose of this study is to verify the effectiveness of flipped learning (FL) and to suggest effective teaching methods in design courses at university settings. In order to determine the effectiveness of courses applying the FL teaching method, pre-post testing was conducted with students who were enrolled in design courses. The variables which were chosen as learning outcomes in the study- academic self-efficacy, self-regulated learning ability, and subject interest- were estimated at the beginning of the semester and at the end of the semester from students who took design thinking and design management courses. A matched pair t-test was conducted for the pre-post difference test based on the responses of 44 respondents who answered both the pre and post-test questionnaires. In addition, students were asked about feedback and improvement in the overall FL class at the end of the semester. We tried to draw out what to consider when designing and operating FL classes. The results of this study are as follows. First, from the result of the t-test, it was found that the learners' academic self-efficacy, self-regulated learning ability, and interest in the curriculum were statistically significantly increased. This result can be interpreted as an outcome of a series of self-regulated learning experiences, such as self-monitoring and managing of their learning process, that incorporated various activities that made students apply what they learned in the Pre-Class and increased self-reflection opportunities. Second, among students’ opinions, the feedback on online video and the operating strategy of In-Class discussion were found as key issues. Based on this study, FL teaching strategies from the design course were provided by dividing the research findings into Pre-Class, In-Class, Post-Class.