earticle

영어

Flipped learning has now been implemented to all levels of education across the world in popularity. This paper aimed at investigating the effects of flipped learning on college learners’ self-efficacy and classroom community, comparing the difference between experimental group and controlled group. Data were collected from a total of 70 college students completing pre- and post-surveys, which were the modified version of Sherer and Maddux’s (1982) Self-efficacy scale consisting of ‘Self-regulated Efficacy’ and ‘Confidence’ and Rovai’s (2002) Classroom Community Scale consisting of Connectedness and Learning. In addition, the in-depth interviews in person were carried out with seven students. ANCOVA was used for data analyzed. The findings showed that flipped learning model has no significant impact on all subcategories of two sections. Instead, some of students realized that Flipped learning was helpful for them to cultivate the well-organized and self-regulated learning attitude and habit. They also said that the preparations in group were very helpful to make good relationships among peers, which enabled them to concentrate on their study. From these findings, pedagogical implications to enhance learners’ Self-regulated Efficacy and Connectedness and Learning are suggested.