KAQI

clicks	1423
Vol (number)	3(1)
title	An Action Research on Classting-based Flipped Learning in Elementary School Social Studies Class
author(s)	Jinyoung Seo (Chinju National University of Education)
Keywords	flipped learning, flipped classroom, classting, action research
Abstract	The purpose of this study is to explore the possibilities of Classting-based flipped learning to facilitate student' learning improvement and active learning attitudes. This study explored three research questions; 1) how can a flipped learning, using Classting be planned and implemented in elementary school social studies classes?, 2) how did the students participating in the class change, through flipped learning experiences?, and 3) what are the strategies to build the effective practices and handle dilemmas that teacher perceives in flipped learning implementation? The results of this study were summarized as follows. First, students were interested in learning the features of Classting, using multimedia, while executing the tasks. At the stage of ‘getting familiar with Classting' before moving into adaptation phase, preparation by students to carry out the flipped learning class went on smoothly. In the 'adaptation' phase of the flipped learning class, students came to be familiar with and actively participated in flipped learning. In the ’reflection' phase, students seemed to feel pressured about showing performance in flipped learning, and some students preferred the traditional instruction, as flipped learning did not provide immediate feedback from the teacher. However, in terms of learning achievement, students realized that flipped learning was more effective than traditional instruction. In the 'expansion' stage, self-directed learning attitudes of students began to increase and this led to improvement in learning achievement. For effective operation of flipped learning, first, classroom communication channel should be established between teacher and students. This is to make sure that students' home study and classroom learning can be organically aligned. Second, basic communication skills, including questioning method should be developed to facilitate online discussion and classroom interaction activities. Third, given the nature of flipped learning, which is carried out alternately between home and school, adoption of immediate feedback is required on an ongoing basis, to reduce student confusion and promote their achievement. Fourth, student-customized video contents in appropriate running time need to be created to provide helpful learning guides. Fifth, it is necessary to reduce the burden on students' learning, by limiting flipped learning lessons consisting of watching video at home and interacting in the classroom to certain subjects, while having only inclass learning for other subjects. Finally, one-on-one communication among teacher and students should be activated to enable in-depth discussion of learning contents.
file	질적탐구3(1)_8서진영.pdf