A Study of the Effectiveness of PBL and MAKER Classes Based on Flipped Learning

Abstract

In the face of the Fourth Industrial Revolution, many innovative teaching methods are emerging in education as the human resources demanded for the times change. As constructivism-based interaction, collaboration, and self-direction were emphasized, the paradigm of education changed. In the 1990s, the more learner centered PBL method appeared. STEAM, emerging as convergence education involving science, engineering, technology, the arts and mathematics, was emphasized in the 2000s. In the 2010s, along with the Fourth Industrial Revolution, teaching methods such as Flipped Learning and MAKER education appeared; these are the foundations of maximized constructivism, emphasizing creativity and an interactive sharing culture. Many universities are paying great attention to and investing in the introduction and application of these innovative teaching methods. MAKER education and Flipped Learning are teaching methods that Korean universities have applied to college classes and confirmed their effectiveness in increasing academic achievement and interest (Tawfik & Lilly, 2015). Flipped Learning relies on first presenting content through videos outside the classroom and then conducting classes mainly reliant on presentations and discussions. It has been reported to have had a positive effect (Toqeer, 2013). It has also been reported that MAKER education improves academic achievement and increases interest in learning through self-direction in learning that encourages creative processes and a need to respond to the experience of failures while developing problem-solving skills (Lee & Yoon, 2017). Recent innovative teaching methods taken up by Korean universities is divided into two opA Study of the Effectiveness of PBL and MAKER Classes Based on Flipped Learning