플립드러닝을 활용한 고등학교 헤어미용 교수학습 효과 연구

Abstract

Objectives The purpose of the high school hair and beauty curriculum is to investigate the effectiveness of teaching and learning (writing, practical skills) such as self-directed learning ability, learning motivation, learning satisfaction, and learning persistence after applying flipped learning classes to basic hair perm skill classes. Methods This study divided 88 third graders of A High School in Seoul into an experimental group applying flipped learning and a control group applying lecture methods, and compared self-directed learning ability, learning motivation, learning satisfaction, and academic achievement between the two groups. Results This study divided 88 third graders of A High School in Seoul into an experimental group applied with flipped learning and a control group applied with a lecture method, and compared self-directed learning ability, learning motivation, learning satisfaction, and academic achievement between the two groups. As a result, compared to the control group to which the flipped learning class was applied, the self-directed learning ability, cognitive control, and attention concentration and satisfaction among learning motivation were significantly higher due to the induction of pre-learning video, discussion, and cooperative learning. In addition, beyond the interaction and time and space constraints between instructors and fellow learners, satisfaction with teaching behavior, satisfaction with beauty environment, and satisfaction with beauty ability were significantly higher among learning continuity and learning satisfaction. Conducting metacognitive thinking through discussion and cooperative learning, understanding and applying academic achievement (writing) was significantly increased. Conclusions Flipped learning classes have a positive effect of improving cognitive regulation, learning motivation, learning satisfaction, and learning continuity among self-directed learning abilities. Accordingly, it suggests the need to expand classes using flipped learning in the operation of high school beauty courses, and suggests the need for program development and teacher training so that they can be operated and used in various beauty subjects in the future.