Flipped Study Style for True Learning
Flipped Study Style for True Learning
  • Reporter Park Do-won
  • 승인 2014.03.05 16:45
  • 댓글 0
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In Professor Seung Koo Shin’s (CHEM) General Chemistry class, undergraduate freshmen had an opportunity to go through a new teaching method called “Flipped Learning (FL)”. The name comes from its reversed study process from traditional teaching.
The difference between FL and traditional learning need to become clearer. In the traditional model, students sit in classes and instructors directly impart knowledge to pupils. In this case, class is a place for knowledge transmission from teacher to students. After class, students individually carry out their assignment such as reading textbooks or problem sets outside school.
On the other hand, FL class is imple- mented by reversing this process. FL class attendees first prepare the class topic by themselves in advance. Supplementary learning tools such as online lectures, videos, homework, quizzes, and textbooks are used for preparation. After understanding fundamental knowledge that will be dealt with, students participate in class. In contrast with that of traditional model, (basic) knowledge transmission is performed individually outside the school. In class, students solve problems through applying their background knowledge, do colla-borative works with peers, or study the subject matter further. Throughout the class, the instructor helps pupils by answering questions, or lecturing topics too difficult for students to understand by themselves. Instructors do not hand down directly all knowledge to students through one lesson like in the traditional system. According to Wikipedia, the FL effect is explained as, “Flipping changes the teacher from ‘sage on the stage’ to ‘guide on the side’”.
Reflecting the interests and needs about FL, a Faculty Workshop on Flipped Learn- ing was held on Feb. 11 for POSTECH professors. At the workshop, Prof. Shin presented his experience using FL. He developed a blended form of FL and traditional learning model. He utilized UNIST Blackboard system, consisting of online lecture and quizzes, to allow students to prepare the subject content before class. In class, he worked on problem solving with students using worksheets, and introduced peer-instruction learning, which means that students directly present their solutions to peers. In addition, he delivered traditional lectures twice a week.
From students’ feedback, he could check pros and cons of FL. Students taking the FL class could take part more actively and he was able to help even silent learners who didn’t ask but needed assistance. However, both students and professors must put in more time and effort before class. Students were still not familiar with self-motivated preparation for class, so many attendees found it difficult.
FL is an innovative learning model for more self-motivated study. Even though FL is just one of many learning models, it will be an excellent tool to make more active and cooperative learning environments.

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