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- W4207025193 abstract "This study aimed to explore the effective strategies in comparison with instructional designs: the face-to-face and online in-class instructions of flipped learning. For this purpose, a survey was developed and the perceptions of 22 instructors and 203 students were examined. The data analysis were conducted using content analysis. The findings were as follows: First, the survey found that several commonalities pertaining to learning aspects were derived from the students’learning activities regardless of the instructional designs. However, the dissimilarity was found in the manner in which the instructors provided their feedback. Second, 8 satisfaction determinant factors, such as space-time convenience, improvement of learning performance, teaching-learning method, facilitation of in-class activities, facilitating of communication, enhancing students’understanding, repeated learning, and self-directed learning were derived from the learners’ perception analysis. In addition, learners perceived 4 main aspects as dissatisfaction determinant factors: environmental obstacles to learning, limit of understanding, lack of communication, and an excessive amount of learning. Irrespective of instructional designs, no major difference was found in the learners’ perceptions. Third, instructors commonly perceived that flipped learning classes involved 6 implemental characteristics: motivation of learning, problem-solving, application activities, feedback, facilitating communication, and follow-up instruction. Furthermore, 6 difficulties on were also registered: implementation, communication, class operation time, instructional environment, the training program, and regulations. However, some differences in details were found based on the class designs. In conclusion, implications and suggestions for implementing flipped learning classes and following studies have been discussed." @default.
- W4207025193 created "2022-01-26" @default.
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- W4207025193 date "2021-12-31" @default.
- W4207025193 modified "2023-10-16" @default.
- W4207025193 title "Comparative Study of Class Situations in Two Different Instructional Designs of Flipped Learning －Focusing on the Perception of Instructors and Learners" @default.
- W4207025193 doi "https://doi.org/10.46392/kjge.2021.15.6.335" @default.
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