MOOC를 활용한 플립러닝의 효과성 분석

국문 초록 (Abstract)

기존 교육방법은 학교가 제공하는 교육과정의 체계 안에서 수업을 전달받고 지식을 습득 후 시험이라는 평가를 받아야 했다. 학습자 중심의 강의로는 미국이 51%, 전 세계 기준으로는 25%이며 한국은 2%라는 통계가 나와 있다. 최근 교사 중심의 획일적인 수업에서 벗어나 학생 상호간의 작용과 활동중심, 교사와 학생간의 상호작용을 중시하는 플립러닝 교육방식이 대두되고 있다. 플립러닝을 학급에서 수행하기 위해서는 미리 제작된 동영상, 교실에서의 수업 활동 내용등이 준비되어야 한다. 본 논문에서는 이러한 문제를 해결하기 위해 동영상을 MOOC로 활용하고 프로그래밍 수업의 활동은 팀으로 구성하여 수행함으로써 플립러닝의 문제점을 해소하고, 그 효과성을 보인다.

다국어 초록 (Multilingual Abstract)

The existing education method requires students to take classes, to acquire knowledge, and to be evaluated by tests under the system of education courses provided by schools. Statistics show that the proportion of learner-centered classes in the US is 51%, that in the world is 25%, and that in Korea is 2%. Recently, Flipped Learning has come to the fore which breaks out of the uniform ways of teacher-centered classes and emphasizes interaction among students, students' activities, and the interaction between teachers and students. In fact, the idea of Flipped Learning is not new. However, the main reason that such an idea has been grabbing attention in recent years is a scientific advance and easier access to web sites utilizing computers or mobile devices. The advance of science has enabled teachers to make use of online education videos and the evaluation system. Although a variety of online resources are being developed, what made possible the implementation of Flipped Learning is the emergence of open education video materials providing diverse topics and a wide range of information for free. A good example of such materials is Udacity. Through Udacity, students can grasp concepts and perform their assignments at their own pace of learning, at any time they wish and in convenient places. Students can focus their ability on their individual learning. They don't have to suffer problems commonly caused by a traditional form of classroom lectures, such as problems of falling behind in a debate of the entire class or of feeling bored when they are repeatedly taught what they already know.
Learners can make up for what they lack in their classroom lectures based on the contents of their own prerequisite learning and study what interests them in depth. As for the learners' role in Flipped Learning, rather then being audiences who just listen to lectures, learners should be activists who can learn by themselves what teachers present and search for questions while they are learning in the classroom. That is, they need to participate in classes with a lively and active attitude. Flipped learning also demands more specialized teaching abilities from teachers because teachers need to help their students with supplementary, intense learning when the students with varied levels of learning capabilities complete the presented learning activities. Therefore, classes are not for solving the subsequent problems after listening to a lecture as in the existing teaching method, but for solving students' own problems and furthermore more difficult problems. The MOOC(Massive Open Online Course) refers to an interactive education which is provided on a massive scale and based on the web service. Unlike the existing lectures whose supplementary materials are videos, printed materials, and workbooks, the MOOC is characterized by running classes by making communities for students, teachers, and teaching assistants on the basis of the internet discussion boards. In order to implement Flipped Learning, there is a need to prepare previously made videos and class activity contents in the classroom. To address this problem, in this study, videos are used for the MOOC and the activities of the programming classes are carried out by forming teams. This can tackle the problems of Flipped Learning and be effective.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 2
• 2. 연구 문제 3
• 3. 연구의 기대효과 4
• 4. 용어의 정의 4
• 5. 연구 방법 및 제한점 9
• Ⅱ. 이론적 배경 10
• 1. MOOC 10
• 2. Flipped Learning 20
• 3. JAVA 23
• Ⅲ. 연구 설계 27
• 1. 연구 가설 27
• 2. 연구 대상 27
• 3. 연구 설계 27
• 4. 연구 방법 28
• 5. 연구 절차 30
• 6. MOOC를 활용한 플립러닝 강의 설계 30
• 7. MOOC를 활용한 플립러닝 강의의 장점과 단점 34
• Ⅳ. 연구결과 및 논의 35
• 1. 연구결과 및 논의 35
• Ⅴ. 결론 및 제언 39
• 참고문헌 40
• Abstract 42
• 부록 45
• 감사의 글 50