Influence of Introduction of Flipped Learning on Learning Effect: Compared with the traditional Japanese class

Abstract

The purpose of this study is to explore the possibilities of flipped learning lessons for college students learning Japanese as liberal arts. In order to verify the effectiveness of this lesson, I compared the learning outcomes and class satisfaction according to basic core competence evaluation with traditional class. The results are as follows. (1) The participants` pre-learning participation rate is 84.3%. The high participation of these pre-learning is linked to the good grades, and the satisfaction of the class is also high. In this respect, it seems that they evaluate the flipped learning lesson positively. (2) In terms of learning achievement, the flipped learning class shows relatively higher score than the traditional one in average score and competency score. For example, the average of final exams is 18.4 points out of 20 points in the flipped learning class, but 11 points in the traditional class. The flipped learning class shows a big difference of 7.4 points higher score compared to the traditional class. The results of evaluations based on core competency are summarized as follows. ① Case of OC2: The flipped learning class is 1.5 points higher than the traditional class. ② Case of OC3: The flipped learning class is 4.2 points higher than the traditional class. ③ Case of OC5: The flipped learning class is 1.8 points higher than the traditional class. Noteworthy is that the width in OC3 competency scores is relatively large. This suggests that the effect of the flipped learning lesson applied in this study somewhat improved students` grammar and writing ability. These results suggest that the operation of flipped learning class has a positive effect on the satisfaction of class and learning outcomes.