Effects of Flipped Classroom based on Smart Learning on Self-directed and Collaborative Learning

This study seeks to explore the effects of smart-based flipped learning activities on learners' study achievement, self-directed learning, collaborative learning and information use ability. To achieve this study purpose, 112 6th-grade students in the elementary school P in Gympo-si, Gyeonggi-do South Korea were selected as this research experiment group (Flipped classroom based on smart-learning, and normal flipped learning) as well as the control group (traditional ICT-based class learning). They were examined for 11 weeks from the 2nd week of March to 2nd week of May, 2014. In the Flipped classroom based on smartlearning, the participants studied at home in advance with materials made by their teachers. Then, in class, they searched data instantly by using smart pads, used applications for learning or as a tool, and conducted online evaluation, etc. The normal flipped learningbased education group studied at home in advance with videos made by their teachers and, in class, they were instructed to focus on knowledge sharing among themselves and discussions. As a result, an effect on study achievement was found between the flipped learning and traditional ICT-based learning methods. And the smart-based flipped learning was found to have improved self-directed learning ability more than the general flipped learning and traditional ICT-based method. Collaborative learning ability and information use ability were found to be more improved with statistical significance in the smart-based flipped learning group than the other groups.