ABSTRACT

Recently, there has been an increasing interest in ‘Flipped Learning,’ an IT-based learner-centered teaching-learning method correspondingto meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede;then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation ofa post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference,interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learningmodel of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation asgeneral procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposesa differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructionaldesign and presents a case of a class applied to an actual subject of computer engineering.

KEYWORD

Flipped Learning, Instructional Design Models for Flipped Learning, Engineering Education

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