Flipped College Essay

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Recommended: Reflecting on the value of flipped learning

According to Albamon Magazine Survey (2017), 35.9% of university students are not satisfied with their university life. The reason of dissatisfaction is complex. Students don’t recognize their vision and dream, are busy doing part-time jobs, and are discouraged by social relationship. However, 68.7% of unsatisfactory students pointed out one cause that people had often passed over. They were discontented with courses and exams. Lecture is the most basic and integral service university should offer. Lately, there have been efforts to change lecture atmosphere in several schools, but most policies lack effectiveness. Consequently, it can be argued that universities should improve lecture quality by setting up multiple classes for the same subject, …show more content…

Jon Bergmann, a United States educator and flipped learning pioneer, said "We as teachers need to find ways to have more interaction with small groups of students. Flipped learning is an ideal way for teachers to have more and better interaction with their students." (Chung, 2015) In flipped class, attendees join a discussion with their team members after studying online MOOC lectures. Flipped class is an ultimate combination of diverse lecture types, but only few universities in South Korea have adopted the method. Korea Advanced Institute of Science and Technology (KAIST) adopted the model in 2012, and is now operating more than one-hundred flipped classes. Lee Taeuk Professor in KAIST emphasized ‘Problem Based Learning (PBL)’, saying that the only way to help students to settle in The Fourth Industrial Revolution is to make them participate. (Lee.H, 2017) Flipped learning can nurture talented people who fit in the times and cultivate their academic competence, breaking the traditional text-based learning. Moreover, flipped class enables student to approach an in-depth learning and academic enjoyment as well as an educational efficiency. (Chung) In experiment of Korea National University of Education, flipped classes enhanced cognitive engagement (F=6.12, p=0.15). (Park, 2016) Cognitive engagement of flipped class can eliminate common lethargy and form vibrant mood, ultimately developing ‘Problem Based Learned’

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