School of Dentistry, Dental Research Institute, Seoul National University, Jongno-gu, Seoul, Republic of Korea.
Department of Periodontology, College of Dentistry, Dankook University, Cheonansi, Republic of Korea.
J Dent Educ. 2021 Jul;85(7):1245-1250. doi: 10.1002/jdd.12572. Epub 2021 Mar 8.
To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted.
Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL.
FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL.
This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.
探讨视频学习策略如何影响学生翻转学习（FL）的成绩、深度学习（DAL）和终身学习（LL）的倾向，以及如何促进 DAL 和 LL。
从参加为期 21 周临床牙周病学课程的 65 名牙科学生中收集数据。采用偏最小二乘结构方程模型，探讨影响 FL 成绩、DAL 和 LL 的因素和途径。
FL 成绩由重复和提前视频学习策略预测。提前、细致和扩展的视频学习策略直接影响 DAL，并通过 DAL 间接影响 LL。LL 不受任何视频学习策略的影响，而是由 DAL 决定的。
本研究表明，仅仅实施 FL 并不能保证更发达的 DAL 和增强的 LL。使用 FL 重新设计课程应重新审视和修改学生评估。LL 是一种包容性的方法，需要长期培养意义、经验、洞察力、学习和实践。
