한국융합학회논문지 (Journal of the Korea Convergence Society)

  • 제8권1호
  • /
  • Pages.173-179
  • /
  • 2017
  • /
  • 2233-4890(pISSN)
  • /
  • 2713-6353(eISSN)
한국융합학회 (Korea Convergence Society)
권호 표지
DOI QR코드

DOI QR Code

플립러닝의 교육적 의미에 대한 이론적 탐색: 대화주의 관점에서

A Theoretical Exploration of Pedagogical Meaning of Flipped Learning from the Perspective of Dialogism

  • 투고 : 2016.11.21
  • 심사 : 2017.01.20
  • 발행 : 2017.01.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 논문의 목적은 바흐친(Bakhtin)의 대화주의의 관점에서 플립러닝의 교육적 의미를 고찰하는 것이다. 플립러닝의 등장은 테크놀로지의 발달에 연유한다. 테크놀로지의 발달은 교육적 시공간을 재배치함으로써 수업에 대한 기존의 경직된 관점에 균열을 불러일으킨다. 새롭게 출현한 융합적 시공간 안에서 플립러닝은 수업 안과 밖의 활동을 뒤바꾸고, 강의 중심을 활동 중심으로 역전시키며, 교사와 학생의 위상과 역할을 새롭게 규정한다. 이러한 플립러닝의 시도는 대화주의의 관점에서 볼 때 다음의 교육적 의미를 지닌다. 첫째 교육적 대화의 과정을 수업의 전면으로 부각시킨다. 둘째, 교육적 대화에의 참여가 확장 강화된다. 셋째, 지식에 대한 기존의 권위를 해체한다. 넷째, 학습자 자신의 목소리에 권위를 부여함으로써 교육적 대화에서의 학습자 주도성을 높인다.

The purpose of this study is to theoretically explore the pedagogical meaning of Flipped Learning (FL) through the lens of Bakhtinnian Dialogism. Flipped learning has emerged based on technological development, which enables educators to reorganize educational space and time. In the new converged time and space, teachers changed the activities in and out of classes, flipped lectures with students' activity, and redefined the role of teachers and students. These dialogical characteristics of FL results in several educational consequences: first, underscoring educational dialogue, second, extending the participation in the dialogical chain, third, deconstructing the existing authority of knowledge, and escalating the self-directedness of learners.

키워드

참고문헌

  1. K. Hong. "A Critical Analysis on Implementing the 'Flipped Classroom." Journal of Educational Method. Vol. 28, No. 1, pp. 125-149. 2016.
  2. E. Matusov, "Applying Bakhtin scholarship on discourse in education: A critical review essay." Educational Theory, Vol. 57. No. 2, pp. 215-237, 2007. https://doi.org/10.1111/j.1741-5446.2007.00253.x
  3. M. M. Bakhtin, The dialogic imagination. Austin, TX: Universify of Tex.as Press, 1981.
  4. M. M. Bakhtin, Author and hero in aesthetic activity. In M. Holquist & V. Liapunov (Eds.), Art and answerability: Early philosophical essays by M. M. Bakhtin. Austin: University of Texas Press, 1990.
  5. G. S. Morson, & C. Emerson. Mikhail Bakhtin: Creation of a prosaics. Stanford University Press, 1990.
  6. M. M. Bakhtin, The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp.60-102). Austin: University of Texas Press, 1986.
  7. Y. Na, "A Bakhtinian analysis of computer-mediated communication: How students create animated utterances in graduate seminar discussions." Yearbook of the National Reading Conference. Vol. 53. 2004.
  8. White, E. J. (2009). Bakhtinian dialogism: A philosophical and methodological route to dialogue and difference? Annual Conference of the Philosophy of Education Society of Australasia, 38
  9. J. Bergmann, & A. Sams. "Flipped learning: Maximizing face time." T+ D. Vol. 68, No. 2, 28-31, 2014.
  10. R. S. Davies, D. L. Dean, & N. Ball, "Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course." Educational Technology Research and Development. Vol. 61, No. 4, pp. 563-580, 2013. https://doi.org/10.1007/s11423-013-9305-6
  11. S. Warburton, "Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching." British Journal of Educational Technology. Vol. 40, No. 3, pp. 414-426, 2009. https://doi.org/10.1111/j.1467-8535.2009.00952.x
  12. J. Bergmann, & A. Sams. Flip your classroom: Reach every student in every class every day. International Society for Technology in Education, 2012.
  13. A. Sfard, "On two metaphors for learning and the dangers of choosing just one." Educational researcher, Vol. 27, No. 2, pp. 4-13, 1998. https://doi.org/10.3102/0013189X027002004
  14. J. Bhang, & J. Lee, "Exploring educational significance of Flipped Classroom and its implications for instructional design." The Journal of Korean Teacher Education. Vol. 31, No. 4, pp. 299-319. 2014. https://doi.org/10.24211/tjkte.2014.31.4.299
  15. A. King, "From Sage on the Stage to Guide on the Side." College Teaching, Vol. 41, No. 1, 30-35. 1993. https://doi.org/10.1080/87567555.1993.9926781
  16. J. Lee, S.H. Park, H. Kang, & S. Park, "An Exploratory Study on Educational Significance and Environment of Flipped Learning." Journal of Digital Convergence. Vol. 12, No. 9, pp. 313-323. 2014. https://doi.org/10.14400/JDC.2014.12.9.313
  17. N. Hamdan, P. McKnight, K. McKnight, & K.M. Arfstrom. A review of flipped learning. Flipped Learning Network, 2013.