대학 플립러닝의 학습자 중심성에 대한 학습자의 경험 연구 = Learners’ Experiences of Learner-centeredness in College Flipped Classrooms

다국어 초록 (Multilingual Abstract)

This paper explored students’ experiences of learner-centeredness realized through college flipped learning classes. Learner-centeredness for this study implies studentinitiated activities, responsibility and independence of learners, and the outcomes resulting from the aforementioned elements planned in college flipped learning courses of this study. In order to investigate the experiences of the students, a phenomenological method was implemented, and the experiences of 19 students attending a total of 7 flipped learning classes were investigated using a semi-structured interview method. As a result, 3 categories and 6 assumptions were identified. First, in terms of the relation between the instructor and learner, students possessed a strong sense of responsibility, and considered the instructor’s role as a supporter for intellectual growth. Secondly, in terms of instructional methods, flipped classes could be classified into ‘closed’ and ‘open’ types, and discussions, which were most evident to the students as a learning method, elicited various responses. Lastly, in terms of learning outcomes, students perceived internalization of knowledge, finding one’s voice, making independent decisions, and solidifying knowledge as the main outcomes, and considered these outcomes fit for college learning. The results of this study imply that in order to realize learner-centeredness at the college level, rather than focusing on the technical aspects such as developing online lectures, it is more important to focus on developing perspective and understanding of the essential features of learner-centeredness, such as, independence, choice, role, and initiative of the learner.

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