플립드 수업에 대한 대학생들의 경험과 인식 = University Students’ Experiences and Perceptions towards Flipped Classroom

국문 초록 (Abstract)

본 연구는 플립드 수업의 수강생들을 대상으로 플립드 수업에 대한 경험과 인식을 설문 조사를 통해 분석하였다. 연구 결과, 첫째, 플립드 수업의 전반적 구조 및 구성, 플립드 수업에서 제공된 학습 수준, 플립드 수업에 투입한 시간의 양과 가치, 그리고 플립드 수업 재수강 의사 등에서 만족하는 긍정적 반응을 보였다. 둘째, 플립드 수업 전 활동으로는 주로 동영상 강의가 제공되었는데, 수업 전 활동의 유용성, 학습과 노력 정도, 그리고 이해도에 대한 학생들의 인식 또한 전반적으로 긍정적으로 나타났다. 셋째, 플립드 수업 중 교수자의 질문과 다양한 활동이 증가한 것으로 나타났으며, 학생들은 이를 도전적이고 자신의 학습 수준을 확인하는 기회로 인식하고 있었다. 넷째, 개선점으로는 교실 수업 전 활동과 교실 수업 중 활동의 명확한 연관 관계 및 차별성에 대한 요구가 높았으며, 활동의 다양성, 고른 참여, 적합한 교실 환경, 충분한 시간, 그리고 공정한 평가 등을 요구하였다. 연구 결과를 토대로 플립드 수업의 유연한 구성, 동영상 강의 개발 전략, 수업 중 활동 운영 계획 수립, 그리고 전문 교수설계자 지원 등을 효과적 플립드 수업을 위해 제안하였다

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate and analyze the attitude about the flipped learning in a university. For this study, 296 students in 9 classes answered the survey at the end of the semester. The survey was consisted of 5 scale questions and open-ended questions. Based on the answers, the results were followings. First, the students were satisfied with the overall construction of flipped classroom and the difficulty of learning. Second, pre-recorded video lectures were supplied before classroom classes, and students regarded them as useful and easy to understand. Third, during the flipped classroom classes, questions, discussions, and other activities were increased, and students were aware of them as challenging opportunities for their study. Fourth, although students thought flipped learning of being a good way of learning, strong relation and diversity of before and during the class activities, even participations, sufficient time, feedback, and fair evaluations were necessary to develop the flipped learning. For effective flipped classroom, flexible construction of flipped classroom, strategies for lecture movie, concrete planning of flipped classroom activities, and instructional design expert should be taken into consideration.

참고문헌 (Reference)

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