농업계 고등학교 플립러닝 수업의 학습동기와 학습실재감이 수업흥미도와 수업만족도에 미치는 영향

Abstract

As we face the post-COVID era past the center of the fourth industrial revolution, which brought about innovative changes in society and economy as a whole, we are facing changes in individual lives and society as a whole, and one of the areas undergoing the biggest changes is "education“. With the advent of the non-face-to-face era, "blended learning" that combines online and offline classes is expected to become a trend. In this context, many teachers in the field apply flipped learning to classes. The positive effect of flipped learning classes on learning is attracting attention due to many previous studies. Specialized high school is a school established with the aim of fostering talent in a specific field, and there is still a negative social perception, making it difficult to recruit new students. Therefore, specialized high school teachers have many difficulties and problems to cultivate great talents in each major, and there are voices calling for solving them through class improvement. Therefore, this study aims to examine the actual condition of flipped learning classes for students who took classes applying flipped learning at four agricultural specialized high schools in Gyeongsangnam-do. In addition, it is intended to find out learning motivation, learning reality, class interest and class satisfaction for flipped learning classes, and to specifically understand how learning motivation and learning reality affect class. Among the students of four specialized agricultural high schools located in Gyeongsangnam-do, 330 students who took flipped learning classes more than once were selected as subjects for the study subjects. First, teachers who applied flipped learning to classes more than once in each school were identified, and the students in the class where the teacher conducted the class were studied. Research data were collected using questionnaires. The survey was conducted from August 2 to August 31, 2021, and a total of 330 copies were distributed, and a total of 306 questionnaires were conducted after excluding incomplete responses. For the analysis of the data, frequency analysis, descriptive statistics, cross-analysis, reliability analysis, independent sample t-test, one-way ANOVA, and regression analysis were performed. First, In flpped learning, students usually watched video lectures and watched them twice as a pre-class activity. ‘video lectures before class' were the most helpful for them, but ‘activity during class' was important too. students who thought flipped learning classes were easy are more than students who thought the classes were difficult and it had a high intention of re-participating. Therefore, teachers who want to apply flipped learning to classes need to actively use videos as pre-learning materials and should be able to promote learning by improving their personal capabilities related to video production. Second, regardless of grade, watching videos was preferred as a pre-class activity, and female students learn by repeating prior learning over male students. In all schools and departments of the study, the most students participated in flipped learning classes once, and regardless of gender, ‘video lectures before class’ were of great help. Food processing students and third graders thought food processing and cooking students and first and second graders thought pre-class preparation was important for activities during flipped learning. A High School, C High School, 2nd and 3rd graders thought flipped learning was easy, and B High School, D High School, and 1st graders thought flipped learning was difficult. Regardless of school, department, gender, or grade, the intention to re-participate in flipped learning classes was overwhelmingly high. Third, as a result of analyzing the learning motivation, learning reality, class interest, and class satisfaction for flipped learning, overall, the learning motivation is above the normal level. flipped learning has more elements that can elicit students' learning motivation, learning reality, and interest and satisfaction in the class than lecture-style classes, but since they may vary depending on many variables such as students’ characteristics, learning environment, and instructor's characteristics, instructors in the field need to design flipped learning classes tailored to each school's learning environment and student's characteristics. Fourth, it was confirmed that learning motivation and learning reality for flipped learning had a positive effect on class interest and class satisfaction. Teachers in the field need to improve their interest and satisfaction with the class by eliciting students' learning motivation and learning reality as much as possible. Therefore, in the school field, field studies and follow-up studies that specifically present the effects of flipped learning as well as various teaching and learning methods that can elicit students' learning motivation and learning reality are needed.