A Mixed Study on the Student Agency of College Students Participated in Basic Subject Class of Major Based on Flip Learning

Abstract

The purpose of this study is to analyze the impact of flipped learning classes on college students and to examine the meaning of their experience of participating in such classes. To this end, a survey of 29 college students who took the A University Culture and Education course was conducted on self-directed learning ability and academic self-efficacy before and after learning. In addition, in order to examine the learners’ flipped learning experiences from the perspective of student agency, an FGI interview was conducted with six college students, and their reflection journals were analyzed. As a result, we found that college students had more significantly higher self-directed learning ability and academic self-efficacy scores after taking the flipped learning class than before taking the class. In addition, as a result of analyzing the contents of the FGI interview and reflection diary, we derived the following: ‘reflection on the class experience’, ‘interest and responsibility for the surroundings’, and ‘change through flipped learning classes’. Their diaries also expressed the level of agency the students felt. In this study, quantitative research was conducted on a single group, and there were limitations in the interpretation of research results. Thus, systematic experimental research is needed in future studies. In addition, in the FGI interview, there were regrets expressed about the ‘burden of the role within the group’, the ‘passive attitude of the group’, and the ‘lack of understanding of the concepts presented in online classes’. Accordingly, in future studies, it was suggested that it is necessary to develop a flipped learning class that better reflects the learner’s experience.