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Korean Journal of General Education 2017;11(1):475-500.
Published online February 28, 2017.
An Empirical Study on the Effectiveness of Active Learning
Young-Kyu Lim, Eun-Sook Bae, Kyung-Mi Lee, Sam-Cho Lim, Il-Woo Park
액티브러닝의 효용에 관한 실증적 연구
임영규, 배은숙, 이경미, 임삼조, 박일우
Abstract
This study aims to investigate the impact of learners characteristics and teaching-learning methods on the teaching-learning process and teaching-learning effect in survey. The active teaching-learning method is divided into three types of learning-centered instructional learning methods: Flipped Learning, Problem Based Learning, and Action Learning. The characteristics of learners are classified into three characteristics according to sex, grade, and series. The analysis data in this study are collected by electronic questionnaire using the web serve of the Korean Social Science Data Center in October, 2016. The methods of exploratory factor analysis and reliability test, ANOVA, and multiple regression analysis are applied to analyze the data. The results are as follows: First, learner characteristics show statistically significant difference in the preference of teaching-learning method and satisfaction of teaching-learning method. Second, type of teaching-learning method show statistically significant difference in recognition, preference, degree of difficulty, amount of learning, amount of knowledge acquisition, achievement degree of education goal, and satisfaction of teaching-learning method. Third, recognition, preference, and amount of learning in the teaching-learning process have a statistically significant effect on the teaching learning effect. However, the difficulty of the teaching-earning method is not statistically significant.
Key Words: active learning, flipped learning, problem based learning, action learning, teaching-learning process, teaching-learning effect


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