Theoretical and Empirical Research on the Difficulties Faced by Beginners in Flipped Classroom

Research Project

Project/Area Number	22K20283
Research Category	Grant-in-Aid for Research Activity Start-up
Allocation Type	Multi-year Fund
Review Section	:Education and related fields
Research Institution	Chuo University
Principal Investigator	Shibukawa Sachika 中央大学, 文学部, 特任助教 (80963024)
Project Period (FY)	2022-08-31 – 2024-03-31
Project Status	Completed (Fiscal Year 2023)
Budget Amount *help	¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000) Fiscal Year 2023: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000) Fiscal Year 2022: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Keywords	反転授業 / インストラクショナルデザイン / 授業設計 / 教育工学 / 教員支援 / 大学教育
Outline of Research at the Start	反転授業に不慣れな教員が事前学習用教材を準備する労力に加え、質を伴う教材や授業を設計することは容易ではない。しかし先行研究では学習者に対する効果検証に主眼があり、教員や授業設計支援に関する研究や、反転授業設計の理論研究は極めて少ない課題がある。本研究では、大学教育を対象として、反転授業実践初心者が反転授業設計・実践で抱える困難とその支援方法を理論的・実証的に明らかにすることを目的とする。反転授業設計独自の難しさと支援方策をまとめることで、反転授業研究の理論的・実践的発展を目指す。
Outline of Final Research Achievements	The purpose of this study was to theoretically and empirically identify the difficulties that novice flipped classroom practitioners face in designing and implementing flipped classrooms and how to support them. The study summarized that in designing flipped classrooms, there is a need to support the following aspects: checking assumptions, designing pre-class and face-to-face classes, and checking interconnection and alignment. Additionally, we explored the difficulties for the novice to design and conduct flipped classrooms by analyzing their “flipped classroom design worksheet” and a class.The findings revealed that novices in flipped classroom practice often struggle with setting the activities for face-to-face sessions following the "flip," and with ensuring that handouts and assessment methods used in traditional classes align with the activities introduced in the flipped classroom.
Academic Significance and Societal Importance of the Research Achievements	まず、反転授業における連関性や整合性を定義した学術的新規性がある．本研究では，連関性を「事前学習と対面授業の活動の直接的な関係」と定義した．反転授業の考え方は単純だが，その設計と実践はかなり複雑 (LEE et al. 2017) だといわれている．連関性と整合性の概念は今後，反転授業の複雑さを説明する時に用いることもできるだろう．