온라인 플립드러닝에서 대학생 학습 참여 유형 군집 분석: A대학 사례를 중심으로 = Cluster Analysis of Student Engagement Profiles in Online Flipped Learning: The Case of University A

다국어 초록 (Multilingual Abstract)

This study examined profiles of learner engagement in online flipped learning by integrating engagement indicators from the pre-class, in-class, and post-class stages, and analyzed how engagement differed across these profiles. Using engagement data from online flipped learning courses at University A, we conducted a K-means cluster analysis incorporating both quantitative indicators—such as pre-class study time, in-class talk time, and frequency of emoticon use—and qualitative indicators, such as instructor assessments of participation in class activities. Three distinct engagement profiles emerged. Active verbal engagers exhibited high levels of engagement across most indicators, particularly in verbal participation during class. Quiet engagers spoke less during class but showed levels of engagement comparable to active verbal engagers in qualitative indicators of participation. Time-intensive engagers, despite investing time in pre-class learning, exhibited the lowest levels across most engagement indicators. These findings reveal the multi-layered nature of engagement, which cannot be adequately captured by a single indicator such as talk time, and underscore the need for instructional support tailored to each profile. This study extends prior research, which has largely focused on the pre-class stage of flipped learning, by integrating both quantitative and qualitative engagement indicators across all stages of flipped learning.