Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp.23-48 DOI: http://dx.doi.org/10.21024/pnuedi.27.2.201706.23 ICT * Exploring the Relationships between College Students ICT Self-efficacy and their Perceptions of Flipped Learning Purpose: The purpose of this study was to explore the relationships between college students ICT self-efficacy and their perceptions of flipped learning in higher education. Method: For this purpose, this study conducted an orientation for introducing the concepts and process of flipped learning to 120 students in the courses of Educational Technology, D university, Busan city. In addition, this study administered the students perception test of flipped learning and the test for assessing their ICT self-efficacy, and analyzed the data. Results: From the results, first, there was significantly positive relationship between college students perception of flipped learning and their ICT self-efficacy. Specifically, there were significantly positive relationship between preference toward online class as one sub-area of the perception of flipped learning and self-directed learning based ICT self-efficacy as one sub-area of ICT self-efficacy. Second, the college students perception of flipped learning could be explained by the variables of self-directed learning based ICT self-efficacy and scaffolding based ICT self-efficacy significantly. Third, there were positive relationships between the level of the students experiences of the course including discussion, and the levels of self-directed learning based ICT self-efficacy and scaffolding based ICT self-efficacy. Conclusion: The overall results imply that colleges should offer their students with individualized and specialized programs and instructional design for supporting their flipped learning activities by considering the level of learning experiences of discussion and the level of ICT self-efficacy. Key words : flipped learning, ICT self-efficacy, self-directed learning based ICT self-efficacy, scaffolding based ICT self-efficacy *. Corresponding Author: Park, Young-Hee. Dong-A University, Graduate School of Education, Nakdong-Daero, 550 beon-gil Saha-gu, Busan, Korea. e-mail: pyh2149@dau.ac.kr
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(skewness) (kurtosis). < IV-1>.07 1.34,.04 2.37 <3.0, <7.0 (Kline, 2005)... < IV-2>. < IV-2>.07 rs.94. ICT (r=.20, p.01). ICT (r=.22, p.05), ICT (r=.16, p.05)., ICT (r=.22, p.05). ICT (r=.20, p.05) ICT (r=.21, p.05). 1 1-1 1-2 1-3 1-4 2 2-1 2-2 1. 1.00 1-1..74 ** 1.00 1-2..86 **.50 ** 1.00 1-3..71 **.51 **.35 ** 1.00 1-4..67 **.41 **.51 **.36 ** 1.00 2. ICT.20 *.17.12.20 *.15 1.00 2-1. ICT.22 *.22 *.17.16.14.89 ** 1.00 2-2. ICT.16.11.07.21 *.14.94 **.70 * 1.00 49.98 5.53 24.02 13.32 7.10 37.77 12.17 25.60 9.09 1.94 4.91 3.13 1.67 5.70 2.56 3.59 24.00 2.00 9.00 5.00 2.00 15.00 3.00 10.00 72.00 10.00 34.00 20.00 10.00 45.00 15.00 30.00 -.38.28 -.57 -.45 -.57 -.87-1.24 -.84.25 -.53.46 -.41.20 1.38 1.78 1.83 * p <.05, ** p <.01
, (LMS),, < IV-3>. M(SD) M(SD) M(SD) M(SD) M(SD) 2 5.66(2.02) 24.60(4.62) 13.86(2.41) 7.46(1.30) 51.60(7.60) 3 5.63(2.05) 23.73(5.30) 13.79(3.26) 6.93(1.77) 50.09(9.74) 4 5.33(1.77) 24.26(4.47) 12.42(3.02) 7.21(1.64) 49.23(8.66) F.338.261 2.720.752.379 (LMS) 5.33(2.05) 24.55(5.33) 13.27(3.02) 6.61(1.94) 49.77(10.55) 1 3 5.67(2.07) 23.58(5.04) 13.39(3.23) 7.07(1.68) 49.72(9.48) 4 6 5.21(1.31) 24.84(3.76) 13.21(3.08) 7.68(1.33) 50.94(5.51) 7 5.25(1.50) 26.50(5.56) 12.75(2.98) 7.00(1.41) 51.50(10.63) F.390.792.065 1.298.130 5.00(1.41) 23.00(1.41) 15.50(.70) 8.50(2.12) 52.00(4.24) 1 3 5.38(2.10) 22.67(5.18) 12.67(3.26) 6.74(1.57) 47.47(9.25) 4 6 5.78(1.77) 25.44(3.92) 13.44(3.04) 7.13(1.69) 51.81(8.94) 7 5.52(1.93) 24.92(5.21) 14.40(2.79) 7.72(1.69) 52.56(8.12) F.374 2.885 * 2.175 2.520 2.729 * Scheffe - 4 6 > 1 3 - - 4 6 > 1 3 1 3 5.16(1.60) 23.00(3.89) 12.50(3.72) 6.33(1.50) 47.00(8.39) 4 6 5.38(1.82) 23.00(5.53) 13.14(3.00) 6.80(1.91) 48.33(9.46) 7 5.59(2.00) 24.32(4.83) 13.41(3.15) 7.21(1.62) 50.54(9.05) F.209.754.282 1.164.846 * p <.05
< IV-3>, 2 3, 4.. (LMS) < IV-3>.. (LMS). < IV-3>,. 7 52.56 1 3 47.47 (F=2.729, p.05)., 4 6 25.44 1 3 22.67 (F=2.885, p.05)..., (LMS),, ICT < IV-4>. ICT 2 3, 4 ICT. ICT. (LMS) ICT < IV-4>. ICT. ICT (LMS). ICT. 7 41.44 1 3 37.21, 4 6 36.10 (F=5.244, p.05)., ICT 7 13.52 1 3 11.94, 4 6 11.57 (F=3.381, p.01). ICT 7 27.92 1 3 25.27, 4 6
24.52 (F=5.244, p.01). ICT < IV-4>. ICT., ICT 7 12.74 4 6 10.85 (F=3.543, p.05). ICT ICT M(SD) M(SD) M(SD) 2 12.13(2.77) 25.80(3.52) 37.93(5.82) 3 11.98(2.83) 25.26(3.88) 37.25(6.15) 4 12.47(2.05) 26.02(3.17) 38.50(4.93) F.462.577.605 ( LMS) 11.77(2.96) 24.72(4.67) 36.50(7.24) 1 3 11.97(2.65) 25.56(3.31) 37.54(5.45) 4 6 13.15(1.70) 26.00(3.65) 39.15(5.16) 7 13.25(1.25) 28.25(2.87) 41.50(3.87) F 1.486 1.168 1.295 13.00(.00) 26.00(2.82) 39.00(2.82) 1 3 11.94(2.18) 25.27(2.74) 37.21(4.45) 4 6 11.57(3.10) 24.52(4.49) 36.10(7.22) 7 13.52(2.10) 27.92(2.81) 41.44(4.05) F 3.381 * 5.278 ** 5.244 ** Scheffe 7 > 4 6 7 > 4 6, 7 > 1 3 7 > 4 6, 7 > 1 3 1 3 12.16(2.22) 25.83(2.56) 38.00(4.51) 4 6 10.85(3.05) 25.09(2.73) 35.95(5.18) 7 12.47(2.39) 25.69(3.82) 38.17(5.84) F 3.543 *.252 1.310 Scheffe 7 > 4 6 - - * p <.05, ** p <.01
... 1) 플립러닝에대한인식 ICT ICT ICT. < IV-5>, ICT 2 ICT ICT (F=3.20, p.05), 5.2%. ICT ICT ICT. Β(SE) β t R² AdjR² F ICT * p <.05, ** p <.001 39.91(5.89) 6.77 ** ICT ICT.79(.45).22 1.75.01(.32).00.06.052.036 3.20 * 2) 플립러닝에대한인식의하위요인 3 1), 2), 3), 4) ICT ICT ICT. < IV-6>. (1) ICT
ICT. < IV-6>, ICT 2 ICT ICT (F=3.32, p.05), 5.4%., ICT (β=.28, p.05). Β(SE) β t R² AdjR² F ICT 4.04(1.26) 3.20 ** ICT ICT.21(.09).28 2.21 *.04(.06).08.63.054.038 3.32 * ICT ICT 21.78(3.21) 6.78 *** ICT ICT.48(.24).25 1.97.14(.17).10.81 8.65(2.04) 4.24 *** ICT ICT.03(.15).02.21.16(.11).19 1.49.037.021 2.27.044.028 2.72 ICT 5.42(1.10) 4.92 *** ICT ICT.05(.08).09.69.03(.06).08.62.025.008 1.47 * p <.05, ** p <.01, *** p <.001 (2) ICT ICT. < IV-6>, ICT 2 ICT ICT (F=2.27, p.05).
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., ICT 2 ICT ICT. (, 2017;, 2016)., (, 2015).,, ICT.,, ICT.,,,, ICT,.,,, ICT,,.,.,, 2 3, 4.,,,,.,. (in-class).,,,,., ICT.,
, 2 3,4 ICT,., ICT,, ICT,., ICT 2 ICT ICT., ICT ICT. ICT., ICT ICT,, ICT.,,,.,,,,.,, MOOC,. (2015). Flipped Learning. (2), 231-245. doi:10.14697/jkase.2015.35.2.0231. (2015). MOOC.. (2008).. 63-86.
,, (2010).. (9), 153-160. (2015)... (2017).. (1), 529-550., (2001). ICT. (4), 91-122. (2016). < >. 149-181. (2015).. (6), 5-38., (2016).,. (1), 199-226., (2016). :. (1), 169-178., (2015). (Flipped Classroom). (1), 81-97., (2014). (Flipped Learning). (4), 299-319. (2014). flipper classroom.. (2014). :. (1999)... (2013). (Flipped Learning). The Journal of Digital Policy & Management, 11(12), 83-92. (2014). (Flipped classroom) :. (2), 181-207., (2016).,,. (4), 567-576., (2012).,,. (3), 195-219. (2004).,
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