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Flipped learning (FL) has had a substantial impact on higher education worldwide, prompting active dialog among educational researchers and practitioners. It is widely accepted that the value of FL lies in enabling in‐depth, learner‐centered learning experiences by offloading content delivery onto pre‐class online learning. The in‐class component is thus generally considered more critical, even though both pre‐class and in‐class elements are indispensable components of FL and practitioners are faced with the issue of under‐prepared learners. In this study, we examine the significance of pre‐class learning as a gateway to the intended benefits of FL. We aim to investigate the extent to which FL pre‐class learning influences overall FL success and what other factors affect FL pre‐class learning to ascertain the implications of designing and implementing FL pre‐class learning. A college life science course was designed and implemented with the FL model for a semester, from which data were collected and statistically analyzed. The results indicate that the influence of pre‐class learning on final FL success is significant and strong. Regarding the modality of pre‐class learning materials, learners demonstrated higher levels of performance in the weeks with video materials than during those with reading materials. Among several learner factors, self‐direction was found to significantly influence pre‐class learning performance and perceived learning readiness. The role of FL pre‐class learning to attain the intended value of FL is discussed, and theoretical and practical design implications are suggested.

In this article, we aim to provide a developmental approach to understanding adult students' learning experiences of undertaking university-level study to completion at an open university, by employing a notion of "becoming". With the rapid growth of a number of online course offerings, there are an increasing number of adult learners entering or returning to universities. Despite the growing number of non-traditional adult students in online higher education, little is known about the dynamic processes of adult distance learning, through which adult students struggle to develop their learning ability, to balance their life and study, and to become self-regulated learnersultimately competent selves and lifelong learners. Therefore, this article describes ten adult students' learning experiences from their enrolment in a distance programme to their completion of the programme many years later and deconstructs common assumptions of adult distance learners: namely, that they are a homogenous group with intrinsic and static characteristics that spring from their adultness or matureness.

PurposeThis 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. MethodsSecond- 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. ResultsThe 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. ConclusionThis 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.

<p>Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students’ main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners’ perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non re-enrollment include: a decrease in the number of required credit hours’ study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities.</p>

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Context Dental schools seek to educate students to become inclined toward self‐directed, lifelong learning, an important mindset for healthcare professionals that may be linked to deep versus surface learning approaches. Students using a deep learning approach are more intrinsically motivated and actively engage in higher‐order thinking, while those using a surface learning approach are more extrinsically motivated and aim for passive learning. Objectives Because student learning approaches can be influenced by a wide variety of learning experiences, we sought to understand how student approaches to learning differ by year in dental school and are related to academic achievement. Methods A total of 244 students in a 4‐year dental school program in South Korea voluntarily participated in this study. We collected data on school year and academic achievement, and approaches to learning of participants using the validated Study Processes Questionnaire to assess learning approach, which included the constructs of deep motive, deep strategy, surface motive, and surface strategy. Results We conducted 3 sets of statistical analyses and found that most students adopted a deep approach to learning (DAL) in their first and second years (Y1 and Y2), with third‐year students (Y3) showing heavy dependence on a surface approach to learning (SAL) and sharp drops in intrinsic motives. Student approaches to learning were not significantly related to academic achievement. In the first 2 years of dental school, students tended to adopt a DAL, and viewed their learning as personal growth and their profession as necessitating deep intellectual inquiry. Conclusions In the third year, the change from a DAL to a SAL coincided with entry to clinical training. The lack of integration of biomedical science (Y1 and Y2) and clinical science (Y3 and Y4), and increased stress in the initial clinical context may account for this difference. The poor correlation between a DAL and high achievement may indicate a need for change in assessment methods. This study hopes to stimulate reflection regarding student learning approaches and educational efforts that prepare future dentists for lifelong learning.