This study is a follow-up paper on “Development of flipped learning class model for nail beauty education” published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the “Nail color design 1” course. After 15 weeks of class, a survey of the students’ perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students’ satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students’ perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject’s educational goals were also achieved. By evaluating the students’ perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure’s effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students’ positive perceptions and educational goals.

Flipped learning research has been applied in various educational fields since 2015 and the educational effects have been discussed in previous literature. In the beauty field, flipped learning research is insufficient; in particular, it is difficult to find research on flipped learning specifically concerning nail beauty education. The purpose of this study is to develop a model for applying flipped learning to nail beauty education which should involve practical training based on theory. Such an approach is considered effective. Data were collected and analyzed focusing on previous studies with flipped learning applied as a research method. The subject of the research is “Nail Color Design 1”, a common nail major elective subject at J college. The “Nail Color Design 1” course is a practice-oriented course in the form of theory and practical classes. Consequently, the flipped learning education model for nail beauty was designed by reflecting learners’ needs through the ADDIE instructional design model. It was applied based on the education structure of the Pre-class, In-class, and Post-class of the PARTNER instructional learning model. This study deviates from the traditional practical education model, and has educational significance as a practical model in which flipped learning is applied to nail beauty subjects and self-reflection is derived through project practice.

현대사회는 21세기 지식기반사회를 맞이하여 다양한 인재를 요구함에 따라 창의성, 문제 해결 능 력, 의사소통, 협업, 유연한 사고 능력을 필요로 하게 되었다. 이는 급변하는 교육지형 속에 다양한 인재 양성을 위한 여건이 마련되었는지 살펴보게 되었으며, 학교교육의 패러다임을 변화시키자는 自省의 목소리로 이어지는 계기가 되었다. 교실은 현재 개인주의, 이기주의 등으로 많은 어려움에 직면해 있다. 학생들의 학교생활은 여전히 개선의 여지가 보이지 않는다. 나아가 교실에서의 학생들은 무기력감을 적극적으로 표출하고 있고 교사는 이로 인해 자기효능감을 상실하여 자존감마저 잃게 되었다. 이와 같은 일련의 수업국면은 결국 공교육에 대한 위상저하를 초래하였다. 대안으로 ‘거꾸로 교실’을 제안하였다. ‘거꾸로 교실’의 가치는 교사는 조력자의 역할, 학생은 학 습의 주체가 되어 활동하며 학습자가 주체가 되는 수업, 학습자가 깨어 있는 수업이 이루어져 무기 력감이 사라지게 되고, 나아가 다양한 수준의 학습자들에게 적재적소에 교과전문지식을 제시하여 완전학습을 도모할 수 있기 때문에 교사는 자기효능감을 회복할 수 있다. 한편, 한문과는 한정된 시수 안에 많은 학습내용을 전달하기 때문에 질적인 학습보다 양적인 학 습에 구애된다. 그래서 단순한 지식전달수업을 탈피하지 못하고 있는 실정이다. 이를 극복하기 위해 본 논문에서는 한문과에서의 ‘거꾸로 교실’을 제안하고 그 수업사례를 제시하였다. 그 이유는 한문 과에서의 ‘거꾸로 교실’은 교과 핵심내용을 동영상으로 담아내어 한정된 시수를 최대한 활용함과 동시에 학습자중심수업의 토대를 마련할 수 있고, 디딤 영상과 관련하여 교사가 재구성한 학습지를 제공하여 교사마다 개성 있는 수업이 가능하며, 학생 상호간의 지식을 창출하는 과정에서 현대 사회 에 필요한 각종 핵심역량을 함양할 수 있기 때문이다.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.

The purpose of this study is to analyze the characteristics of the English learning strategies of the students who participated in flipped class and to develop teaching methods to induce the students’ learning strategies. For this purpose, 108 high school students responded to the English learning strategy questionnaire and a confirmatory factor analysis was conducted based on the results. Through the confirmatory factor analysis, the characteristics of four English learning strategies such as exploring, fulfilling, demanding and sharing were confirmed. The verified characteristics were statistically significant by examining goodness fit. Students have a strong tendency to constantly try new learning methods; exploring, strive to obtain visible performance and substantial rewards; fulfilling, maintain a constant attitude of seeking and collaborating with friends and teachers around them; demanding, and tried to share learning contents; sharing. Considering the characteristics of these learning strategies, teachers in flipped class need to develop an assessment system that provides students with reconstructed textbooks in various aspects, give them instant and continuous learning achievement, provide active feedback, and create a learning atmosphere where project learning can be organized efficiently.

The present study aimed at examining Korean college learners’ academic achievements and views in flipped classrooms. In total, 89 students with two different levels of English proficiency (45 in beginning class and 44 in intermediate class) participated in the study. All participants had pre-and post-test, and they responded to two surveys. Also, 15 students participated in the follow-up interview. The results showed that students’ academic achievements in the intermediate class were statistically significant in their post-test (p<.05) although those in the beginning class did not show any significance. Regarding students’ views on the approach, the findings revealed that many students in the beginning class considered the flipped learning skeptical while half students in the intermediate class perceived the approach positively. The results suggested that the flipped learning approach may not be an effective learning approach for beginning English learners. Finally, pedagogical implications and future research were discussed.