ABSTRACT
Flipped learning is not only a metacognitive effect on learning and knowledge, but also a way of cultivating active and subjective attitudes of students through participative lessons. This pedagogical model, a specific type of blended learning, frees up classroom time for interaction and higher-order activities. While the traditional flipped model had been limited to putting video lectures online to encourage practice activities in the classroom, it has evolved to allow for diverse models and approaches that suit the needs of individual disciplines, modules, and classes. Nevertheless, flipped learning in Korean universities is still limited, and understanding and application of the concept of flipped learning is still insignificant. In addition, since flipped learning is generally applied in the field of social science area where presentation, discussion and collaboration are frequent due to the nature of teaching method, it is not receiving much attention in language education. In recent years, however, there has been no doubt in schools that multimedia is used in language education to increase students’ motivation on class and improve their ability to maintain memory. Therefore, flipped learning-based language education is not impossible. In this study, 52 students who participated in ‘Basic Hindi I’ were applied to a flipped learning classroom, and the questionnaire survey was conducted using the class types and the grades of participating students before and after the application as parameters. In addition, the lecture videos required for flipped learning were produced in two forms such as a lecture video produced by a professor alone and that of produced by a professor and students in collaboration. This study aims to derive the educational implications of flipped learning and language education by examining whether there is a certain contribution or educational effect on motivation through the empirical case. The Instructional Materials Motivation Survey (IMMS) designed by Keller (2010) was employed to investigate how students are motivated by different forms of video lecture. In other words, this paper describes student-engaged video lecture for flipped learning. It has more educational impact on motivation rather than a general video lecture.
KEYWORDS
Flipped Learning, Student-Engaged Video Lecture, Motivation, Hindi Education