Flipped Learning-Based Discussion Based Learning Strategy To Improve Academic Resilience Of International Students

Abstract

Lecture teaching is a passive learning method that requires learners to comprehend the knowledge provided by the teacher in the classroom; it is, traditional teaching method with several-limitations in developing key talents. Therefore, in contrast to the existing passive learning methods, it is necessary to apply a differentiated learning model, such as learner-led flipped learning. In this study, a convenience sample of 44 international students was used to conduct a survey to analyze the impact of discussion classes using flipped learning on academic flexibility in major subjects. Data were collected through offline surveys conducted from March to June 2023 in Korean Grammar Theory class, a major course in the Global Korean Studies Department at S University, in Chungnam, South Korea. The Study results were analyzed using SPSS/WIN 23.0, and the frequency and percentage were also analyzed. For the quantitative analysis of the collected data, a response sample t-verification was conducted to determine the effect of discussion classes using flipped learning on the academic elasticity of foreign students. The analysis showed that, discussion classes using flipped learning were effective in improving the academic elasticity of foreign students, and significant effects were confirmed for sub-items such as self-control, positive attitude, task responsibility, and parental support. The international students who took the discussion class using flipped learning positive changes in the subcategories of academic resilience: “self-control,” “positive attitude,” “task responsibility,” and “parental support,” this result was statistically significant. In conclusion, the discussion class based on flipped learning was confirmed to be effective in improving