This study aims to identify instructional design elements for flipped learning in Korean language education targeting foreign learners. A total of 61 studies published between 2014 and 2024 on flipped learning classes for foreigners were analyzed. The extracted instructional design elements were reviewed and validated by experts. The structure of flipped learning classes was categorized into three main stages—pre-class, in-class, and post-class—and further subdivided into six phases: presentation, practice, introduction, activity, evaluation, and reinforcement. For each phase, specific instructional materials, teaching strategies, and the roles of instructors and learners were defined. Based on expert feedback, the final elements were refined to reflect adjustments such as proficiency-based difficulty levels, the use of authentic language resources, clearer d escriptions o f activity t ypes, a nd appropriate limitations on group size. Through this process, this study derived and validated instructional design elements for flipped learning-based Korean language instruction, highlighting their relevance and practical significance for instructional design research.

I. 서론
II. 이론적 배경
    1. 플립러닝 개념 및 주요 특성
    2. 플립러닝 단계별 교수학습 활동
    3. 한국어 교육에서 플립러닝
III. 연구 방법
    1. 연구절차
    2. 자료 코딩
    3. 전문가 검토
IV. 연구 결과
    1. 플립러닝 연구 동향
    2. 플립러닝 문헌 분석 결과
    3. 플립러닝 기반 한국어 수업 설계 요소
V. 결론
참고문헌

• Yati Win Htut(이화여자대학교 교육공학과, 대학원생)
• 이재영(이화여자대학교 교육공학과, 교수) | Lee Jae Young Corresponding author