I would like to introduce my research.
This study aims to develop the competency model of school teachers for flipped learning based on smart learning environments that has been actively utilized in the adult/distance education in South Korea. Based on mixed method approaches, the study developed the competency model of flipped learning that includes two sections, four competency groups, 15 competency skills, and 56 behavioral indexes. Especially, an ability to connect the online and offline activities was identified as one of the core competency skills needed for teachers. The findings suggest the needed qualifications for teachers/instructors in diverse educational settings through the analysis of their capability level.
This study aims to develop a competency model for practicing flipped learning and provide theoretical and practical help to those who are implementing flipped learning based on smart learning. Through the analysis of a group of public school teachers’ competency levels, the study will identify the most critical competencies instructors need.
Research questions are as follows: (1) what are the competency skills and behavior indicators teachers need to implement flipped learning based on smart learning? (2) what are the top competency skills that teachers should acquire?
Our finding of the competency model for adapting flipped learning based on smart learning has two sections, four competency groups, 15 competency skills, and 56 behavioral indexes. Among the fifteen competency skills, the top priority competency skills that instructors should acquire are: (a) building a personal network, (b) willingness to learn flipped learning, (c) the ability to connect the online and offline activities, (d) the ability to make a video for preview, and (e) introspection of their own classes.
The findings show that, if these essential qualities are gained beforehand, instructors could be more professional and confident about flipped learning practices based on smart learning. For this, teachers need to have enough experience with flipped learning. The findings also bring practical implications for school teachers and instructors who are going to adopt flipped learning based on smart learning environments. Finally, the findings can be helpful for designing instructors’ training programs about flipped learning based on smart learning and evaluation of their capabilities.
Questions are always welcome.