공학교육연구 (Journal of Engineering Education Research)

  • 제20권1호
  • /
  • Pages.53-62
  • /
  • 2017
  • /
  • 1738-6454(pISSN)
  • /
  • 2713-8283(eISSN)
한국공학교육학회 (Korean Society for Engineering Education)
권호 표지

학습자의 경험 분석을 통한 플립 러닝의 재해석

Reconstructing the Meaning of Flipped Learning by Analyzing Learners' Experiences

  • 투고 : 2016.12.26
  • 심사 : 2017.01.25
  • 발행 : 2017.01.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

키워드

참고문헌

  1. 교육부 (2016). 2016년 교육부 업무계획 보도자료. http://www.korea.go.kr/fl/22278/9ddd1ddf에서 검색.
  2. 권예슬 (2016년 10월 16일). 강의 온라인으로 듣고, 교실선 토론 발표… '거꾸로 수업' 확산. 동아사이언스. http://www.dongascience.com/news/view/14241에서 검색.
  3. 김남익, 전보애, 최정임 (2014). 대학에서의 거꾸로 학습 (Flipped learning) 사례 설계 및 효과성 연구: 학습동기와 자아효능감을 중심으로. 교육공학연구, 30(3), 467-492.
  4. 오정숙 (2015). 플립드 수업에 대한 대학생들의 경험과 인식. 한국교육문제연구, 33(4), 1-23.
  5. 임정훈 (2016). 대학교육에서 플립러닝 (Flipped Learning) 의 효과적 활용을 위한 교수학습 전략 탐색: 사례 연구. 교육공학연구, 32(1), 165-199.
  6. 한형종, 임철일, 한송이, 박진우 (2015). 대학 역전학습 온․오프라인 연계 설계전략에 관한 연구. 교육공학연구, 31(1), 1-38.
  7. 홍기칠 (2016). 거꾸로 교실 (Flipped Classroom) 의 실행에 대한 비평적 분석. 교육방법연구, 28(1), 125-149.
  8. Ahn, M. L., Yoon, H., & Cha, H. (2015). Cultural sensitivity and design implications of MOOCs from Korean learners' perspectives: Case studies on edX and Coursera. Educational Technology International, 16 (2), 201-229.
  9. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington D.C.: International Society for Technology in Education.
  10. Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston.
  11. Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). 'An experiment is when you try it and see if it works': A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11 (5), 514-529. https://doi.org/10.1080/0950069890110504
  12. Cook-Sather, A. (2013). Translating learners, researchers, and qualitative approaches through investigations of students' experiences in school. Qualitative Research, 13 (3), 352-367. https://doi.org/10.1177/1468794112451022
  13. Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33, 483-511. https://doi.org/10.1007/s11251-005-1277-4
  14. Eslami-Rasekh, Z., & Valizadeh, K. (2004). Classroom Activities Viewed from Different Perspectives: Learners' Voice and Teachers' Voice. TESL-EJ, 8(3). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume8/ej31/ej31a2.
  15. Ferreri, S., & O'Connor, S. K. (2013). Instructional design and assessment. Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77 (1), 1-9. https://doi.org/10.5688/ajpe7711
  16. Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16 (1), 356-366.
  17. Frydenberg, M. (2013). Flipping Excel. Information Systems Education Journal, 11 (1), 63-73.
  18. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: SAGE.
  19. Healy, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education.
  20. Jablonka, E. (2008) Understanding "hidden rules": the challenge of becoming a competent member of a mathematics classroom. Retrieved from http://www.mathunion.org/icmi/publications/icme-proceedings/materials-from-icme-11-mexico/regular-lectures.
  21. Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14 (1), ar5. https://doi.org/10.1187/cbe.14-08-0129
  22. Jung, I., & Lee, Y. (2015). YouTube acceptance by university educators and students: A cross-cultural perspective. Innovations in Education and Teaching International, 52 (3), 243-253. https://doi.org/10.1080/14703297.2013.805986
  23. Long, T., Logan, J., Cummins, J., & Waugh, M. (2016). Students' and instructor's attitudes and receptions of the viability of using a flipped classroom instructional model in a Technology-Enabled Active Learning (TEAL) Classroom. Journal of Teaching and Learning with Technology, 5 (1), 46-58. https://doi.org/10.14434/jotlt.v5n1.18879
  24. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45, 317-324. https://doi.org/10.1080/0020739X.2013.822582
  25. Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56 (4), 430-435. https://doi.org/10.1109/TE.2013.2249066
  26. Newman, D. (1989, March). Formative experiments on technologies that change the organization of instruction. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
  27. Post, J. L., Deal, B., & Hermanns, M. (2015). Implementation of a flipped classroom: Nursing students' perspectives. Journal of Nursing Education and Practice, 5 (6), 25-30.
  28. Sandi-Urena, S., Cooper, M. M., Gatlin, T. A., & Bhattacharyya, G. (2011). Students' experience in a general chemistry cooperative problem based laboratory. Chemistry Education Research and Practice, 12 (4), 434-442. https://doi.org/10.1039/C1RP90047A
  29. Savenye, W. C., & Robinson, R. S. (2004). Qualitative research issues and methods: An introduction for educational technologists. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed.) (pp. 1045-1072). Thousand Oaks, CA: Lawrence Erlbaum.
  30. Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: A review of research. In D. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 19-51). Mahwah, NJ: Erlbaum.
  31. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69. https://doi.org/10.1006/ceps.1996.0004
  32. Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation, The Ohio State University).
  33. The Flipped Learning Network. Retrieved from http://flippedlearning.org/definition-of-flipped-learning.
  34. Turner, J. C., Christensen, A., & Meyer, D. K. (2009). Teachers' beliefs about student learning and motivation. In L. J. Saha & A. G. Dworkin (Eds.), The New International Handbook of Teachers and Teaching (Part 1) (pp. 361-371). New York: Springer.
  35. Wallace, M. L., Walker, J. D., Braseby, A. M., & Sweet, M. S. (2014). "Now, what happens during class?" Using team-based learning to optimize the role of expertise within the flipped classroom. Journal on Excellence in College Teaching, 25 (3&4), 253-273.
  36. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. The International Review of Research in Open and Distributed Learning, 17 (3). Retrieved from http://www.irrodl.org/index.php /irrodl/issue/view/75.
  37. Zhu, C. (2011). Online collaborative learning: Cultural differences in student satisfaction and performance. Journal for educational research online, 3 (1), 12.