Abstract—The present study attempted to examine the effect
of software education on the learning outcome of non-major
learners when flipped learning is applied to the software
education of non-major college students. The study set
problem-solving as the sub-variables of learning outcome. To do
this, 50 people, two classes of software course students,
participated in the experiment. Experimental group applied the
flip learning to the eight classes for four weeks and comparative
group applied the general class of the traditional classroom.
The conclusions obtained from the research results and discussions are as follows.
Software learning for non-majors, which applied flipped learning, is more effective for improving learning outcomes (problem-solving capability) than general classes. Out of the problem-solving ability sub-variables, it is particularly effective in improving decision-making. This allows the interpretation that decision making, among the problem-solving ability sub-variables of learners, must have improved because software education that applied flipped learning is carried out by actively reflecting the learner's activities based on problem-solving.
Index Terms—Flipped learning, learning effect, problem solving, software education.
The authors are with the Department of e-Learning Graduate School, Korea National Open University, Seoul, Korea (correspondence author: Tae In Han; e-mail: firstname.lastname@example.org).
Cite: Ji Hyun Park and Tae In Han, "The Effect of Flipped Learning on Problem-Solving Capability in Software Education," International Journal of Information and Education Technology vol. 8, no. 4, pp. 304-307, 2018.