A Case Study of Writing Lectures Based on Flip Learning: Focusing on Writing Lectures at Daejeon University

Objectives This study aims to examine how to efficiently operate flipped learning-based writing to enhance learners' self-directed writing capabilities at a time when learner-centered university education innovation is needed. Methods To this end, the operation method of the writing lecture at Daejeon University, which is being conducted through flip learning, was reviewed, and the case of the writing lecture from the 2022-1 semester to the 2022-2 semester was analyzed. In addition, the results of pre- and post-survey surveys and lecture evaluation for students who took the lecture were reflected, and the instructor's self-analysis was used as a major indicator of the subject's performance and lecture improvement plan. Results Lectures based on flipped learning can be settled as a model of learner-centered college writing education by contributing to students' self-directed writing. The results of flipped learning-based writing lectures can motivate helpless learners to learn and interest in writing, thereby fostering self-directed writing skills, which are the original goal of writing, and further contributing to fostering talented people with creative problem-solving skills required by future society. In addition, it is necessary to efficiently operate flipped learning-based writing lectures and improve the quality. Conclusions Flip learning-based writing lectures focus on learners' active and self-directed writing. In order to fully return the choice and initiative of writing learning to learners, close design and coaching are needed to enable a natural connection to “main learning” through an efficient inspection of “pre-learning.”