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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.1
- 수록면
- 339 - 346 (8page)
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초록· 키워드
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Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: ‘Biodiversity and Global Environment,’ a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb’s Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.
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참고문헌 (14)
참고문헌 신청
Fulton KP / 2012 / 10 Reasons to flip / Phi Delta Kappan 94(2):20~24
Heyborne WH / 2016 / To flip or not to flip?: analysis of a flipped classroom pedagogy in a general biology course / J Coll Sci Teach 45(4):31~37
Glyn Jones JC / 1979 / Dental student selection: the prediction of success / J Dent 7(4):329~338
Jones AC / 1997 / Myers-Briggs Type Indicator and dental school performance / J Dent Educ 61(12):928~933
Smithers S / 2004 / What predicts performance in Canadian dental schools? / J Dent Educ 68(6):598~613
Heyborne WH / 2016 / To flip or not to flip?: analysis of a flipped classroom pedagogy in a general biology course / J Coll Sci Teach 45(4):31~37
Glyn Jones JC / 1979 / Dental student selection: the prediction of success / J Dent 7(4):329~338
Jones AC / 1997 / Myers-Briggs Type Indicator and dental school performance / J Dent Educ 61(12):928~933
Smithers S / 2004 / What predicts performance in Canadian dental schools? / J Dent Educ 68(6):598~613
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