학습자의 경험 분석을 통한 플립 러닝의 재해석

• 영문명: Reconstructing the Meaning of Flipped Learning by Analyzing Learners Experiences
• 발행기관: 한국공학교육학회
• 저자명: 이예경(Lee, Yekyung) 윤순경(Youn, Soonkyoung)
• 간행물 정보: 『공학교육연구』제20권 제1호, 53~62쪽, 전체 10쪽
• 주제분류: 공학 > 공학일반
• 파일형태: PDF
• 발행일자: 2017.01.31

영문 초록

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized ‘what they could actually learn’ from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students’ positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor’s emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students’ conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

목차

I. 연구의 목적 및 필요성

II. 선행연구

III. 연구 방법

IV. 연구 결과

V. 논의 및 결론

키워드

Flipped learning Learners experience Team-based method Collaborative learning Student-centered learning