Ihm Jungjoon, Choi Hyoseon, Roh Sangho
Office of Dental Education, Seoul National University School of Dentistry, Seoul, Korea.
Seoul National University Education Research Institute, Seoul, Korea.
Korean J Med Educ. 2017 Jun;29(2):93-100. doi: 10.3946/kjme.2017.56. Epub 2017 May 29.
This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level.
Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores.
The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes.
This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.
本研究探讨如何为牙科预科科学课程设计翻转课堂，并通过学生自我评估对其课程进行评价，以便为本科阶段的翻转学习提供实际启示。
首尔国立大学牙科学院的二年级和三年级牙科预科学生参加了“生物多样性与全球环境”课程，这是一门为期15周、3学分的基于翻转学习模式的课程。课程结束时，要求学生对他们的自主学习、对社交媒体的态度、讨论技巧、学习准备情况和课堂满意度进行评分。在82名牙科预科学生中，61名（74.3%）回答了调查问卷。采用Pearson相关性分析和多元回归分析来检验自评指标与成绩分数之间的关系。
大多数学生在上课前感觉比中等水平准备得稍好一些（平均分为3.17分，满分5.00分），而他们对社交媒体使用和态度的偏好相对较低（平均分为2.49分）。因此，发现学习准备情况与讨论技巧和课堂满意度均显著相关。特别是，多元回归分析证实学习准备情况对学习成果有显著影响。
本研究就如何根据牙科预科学生的偏好及其学习准备情况设计翻转学习课程提供了见解。虽然翻转课堂的学习成功取决于学生自我感知的准备程度，但要在翻转学习环境中应用社交媒体的益处仍有许多工作要做。
