창의적 선교학 수업을 위한 연구 -Flipped Learning을 응용한 토론식 수업 = Discussion-Style Collaborative Learning Applying Flipped Learning Instructional Strategy

다국어 초록 (Multilingual Abstract)

With the emergence of a knowledge-based society, the education paradigm is changing. Today one must go beyond simple communication, recall, and understanding of knowledge, to diverse application of the learned knowledge. While the traditional methods of communicating standardized knowledge cannot be discarded, the future calls for more emphasis on problem-solving and collaborative skills based on creativity. Especially in missiology classrooms, it is important to consider the methodology of missions in the midst of changing contexts an times. To prepare for future ministry and missions in step with ever-changing times, it is necessary to move beyond knowledge sharing to build up the capacity for knowledge collection, analysis, and prediction. This study is a case of applying the Flipped Learning instructional strategy in a graduate studies course on urban missions, a setting that calls for creative output. Such instructional strategy would also be applicable to other courses that call for creative missions strategy, such as missions in Islamic countries. Flipped Learning is a participatory instructional strategy in which learners study the contents of the lecture before the course hours. When gathered in the classroom, the learners then review the learned contents and focus on application activities. Through such switch in order, instructors and students gain more interaction time. It also encourages greater creativity and diversity in learners. For this research the instructor put he Flipped Learning methodology in trial by having the students learn the necessary knowledge beforehand, and engaging them in creative activities during the course hours. Todays as learner-centered education is increasingly emphasized, instruction is not about having the learners retain better knowledge, but about teaching how to research and utilize necessary information. This calls for reciprocal interactions between instructors and students and among the students themselves. This in turn requires discussion-style, collaborative instructional strategy instead of one-way information delivery. Flipped Learning was found to be a practical alternative in making such temporal space possible. Flipped Learning makes space for reciprocal interaction and collaboration, making communication and collaboration possible in instructions.

참고문헌 (Reference)

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