A Case Study of Liberal Arts Courses on ‘Leadership Education for Undergraduate Students’ －Applying a Flipped learning and Reflective journal Writing

Abstract

The main purpose of this study is to propose a plan to apply flipped learning and reflection journal writing as an alternative to teaching leadership liberal arts courses for undergraduate students, and to extract components through the visualization of text network analysis centering on actual operation cases to enhance learners’ educational experiences. The subjects of the study were 68 students who took the liberal arts course required for the undergraduate students leadership education at the university located in A city. The class met for 15 weeks, from September 1 to December 14, 2022, and learners completed flip learning activities, as well as wrote reflection journals at each session except for the midterm/final exam period. Qualitative data such as documents including reflection journals, interviews, observations, and online activity data conducted on the Learning Management System(LMS) were collected and analyzed using MAXQDA. As a result of the study, an example of leadership liberal arts design and operation applying flipped learning and reflection journals was presented, and the components of learners’ experiences and perceptions were derived and visualized according to the code system analysis. Specifically, in the text network analysis, there were a total of 1,837 codes, and the frequency of ‘application plan’ and ‘motivation’ of leadership competency ranked the highest in the coding results. In the code visualization, ‘group practice among team members’ appeared the most, and finally, ‘learning how to learn’ was the phenomenon. Based on these results, suggestions for ways to cultivate and demonstrate leadership among undergraduate students in actual educational settings and suggestions for teaching methods are suggested.