The Effects of Project-Based Flipped Learning Model on Self-Directed Learning Ability, Self-Leadership and Learning Competency

Abstract

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study.The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

The Impact of the Flipped Learning Model on the Development of Kindergarten Pre-service Teachers' Self-Directed Learning Skills in Saudi Arabia

“…These findings match Kim et al's. [4], Kan et al's [55], and Lee and Kim's [47] findings, which were that the FL technique has improved students' SDL skills. By contrast, Sirakaya and Ozdemir's [23] empirical study concluded that the FL model did not affect students' SDL readiness.…”

The Effects of Flipped Learning Approaches in Anatomy Class

“…Applying flipped learning in a surgical nursing practicum improved goal setting among components of nursing students' self-leadership [6]. Various activities of flipped learning, such as increased interaction with team members, curiosity, and feedbackseeking activities can improve nursing students' ability to recognize learning objectives and to set goals [6,29]. Therefore, it can be assumed that applying flipped learning in an anatomy class can improve the self-leadership of nursing students.…”