플립러닝 기반 맞춤형 모듈식 EPL 프로그래밍 수업에서 온라인 소통플랫폼 적용 효과

Abstract

This study aimed to verify the effectiveness of an online communication platform in a flipped
 learning-based, customized modular EPL programming course. To this end, a flipped learning-based
 EPL programming course model utilizing an online communication platform was developed, along
 with preparatory EPL learning module video lectures and materials. Following the application of this
 model to actual classes, its effectiveness was assessed through various methods. The research
 findings are summarized as follows:
 First, the experimental group showed a positive perception of programming education in the
 programming education perception test, with the applied teaching method contributing to this
 positive perception. Learners exhibited positive changes in their sense of achievement, value
 recognition, and continued interest in programming. Moreover, they perceived the effectiveness of
 flipped learning and online communication positively.
 Second, in the programming difficulty perception test, the teaching method applied to the
 experimental group did not significantly influence the perception of difficulty in programming.
 Learners reported difficulties in various aspects of programming (such as problem analysis,
 abstraction, coding, and debugging), which appeared to correlate with the frequency of practical
 exercises and the level of self-directed activities.
 Third, in the evaluation of the project assignments, the experimental group scored higher than the
 comparison group, indicating that the teaching method applied to the experimental group positively
 influenced learners' programming capabilities. The project assignments, involving practical exercises,
 played an essential role in enhancing creativity and problem-solving skills.
 Fourth, an analysis of students' reflections indicated that flipped learning increased self-directed
 learning and responsibility. The online communication platform motivated learning, enhanced
 participation, and promoted interaction and collaboration. However, some students pointed out that
 online communication tended to become overly formulaic and mechanical, potentially undermining
 the authenticity and significance of communication.