육군 학교교육의 플립러닝 기반 상황위주 토의식 수업을 위한 교수 전략 개발 연구 = A Study on Instructional Strategies for Situation-Centered Discussion with Flipped Learning in ROK Army School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop instructional strategies for situation-centered discussion with flipped learning in the context of ROK Army School and optimize instructional strategies by reflecting instructor and learners` responses. This study adopted formative research methodology and conducted development and application of instructional strategies and specific guidelines. Instructional strategies were developed through literature review, field analysis and experts` review and optimized through initial and repetitive main implementations. As a result, seven strategies and twenty specific guidelines were developed. Instructional strategies for prior learning of flipped learning were as follows: 1) providing guidance for the prior learning and discussion activities using syllabus 2) providing key lecture in the prior learning 3) applying various strategies facilitating the prior learning. Instructional strategies in discussion activities were as follows: 4) aligning between prior learning contents and discussion activities 5) applying various strategies facilitating discussion activities 6) providing effective discussion review and feedback 7) providing opportunity to synthesize and organize the learning of the prior learning and discussion activities. The result of the analysis of instructor and learners` responses showed that providing a key lecture in prior learning and discussion activities have positive impact in terms of learners` learning. On the other hand, it was also found that applying general strategies to a lesson was difficult considering the context of Army school education. Instructor must appropriately apply instructional strategies related to flipped learning and discussion-based instruction while taking into account of learners` level and needs. The implications of this study were discussed to consider the context of ROK Army School and this provided optimized instructional strategies and guidelines. Recommendations for future study were suggested.

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