Effects of Flipped Classroom based on Smart Learning on Self-directed and Collaborative Learning

Abstract

This study seeks to explore the effects of smart-based flipped learning activities on learners’ study achievement, self-directed learning, collaborative learning and information use ability. To achieve this study purpose, 112 6th-grade students in the elementary school P in Gympo-si, Gyeonggi-do South Korea were selected as this research experiment group (Flipped classroom based on smart-learning, and normal flipped learning) as well as the control group (traditional ICT-based class learning). They were examined for 11 weeks from the 2nd week of March to 2nd week of May, 2014. In the Flipped classroom based on smart-learning, the participants studied at home in advance with materials made by their teachers. Then, in class, they searched data instantly by using smart pads, used applications for learning or as a tool, and conducted online evaluation, etc. The normal flipped learning-based education group studied at home in advance with videos made by their teachers and, in class, they were instructed to focus on knowledge sharing among themselves and discussions. As a result, an effect on study achievement was found between the flipped learning and traditional ICT-based learning methods. And the smart-based flipped learning was found to have improved self-directed learning ability more than the general flipped learning and traditional ICT-based method. Collaborative learning ability and information use ability were found to be more improved with statistical significance in the smart-based flipped learning group than the other groups.