Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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Case studies on the flipped classroom with a MOOC in college contexts

대학에서의 MOOC기반 플립러닝 사례분석

  • Lim, Keol (Department of Educational Technology, Konkuk University) ;
  • Kim, Mi Hwa (Department of HRD, Korea University of Technology & Education (KOREATECH))
  • 임걸 (건국대학교 교육공학) ;
  • 김미화 (한국기술교육대학교 HRD과)
  • 투고 : 2019.05.28
  • 심사 : 2019.09.20
  • 발행 : 2019.09.28
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초록

This study investigated the effects of applying the flipped classroom approach with MOOC to the college educational system. A total of six undergraduate students participated in the 10-week innovative learning setting. The participants performed online activities using the learning content from a MOOC website; this was followed by a participatory learning process in the offline classroom. The semi-structured face-to-face interviews for the six participants after the classes were completed and analyzed. The results showed that the instructional method enabled students to be highly motivated and to perform learning activities. However, there were some limitations: (1) learning was impeded due to English language issues and (2) the Korean education culture was still unfamiliar with this pedagogical method. Finally, suggestions for future research are discussed.

본 연구는 대학교육 시스템 내에서 MOOC을 활용한 플립 러닝 적용의 효과를 알아보기 위해 수행되었다. 이를 위해 총 여섯 명의 대학생들이 10주 동안의 새로운 학습 경험에 참여하였다. 참여자들은 먼저 MOOC 웹사이트에서 제공되는 학습 내용을 통해 온라인 활동을 수행하고, 오프라인 강의실에서 이와 연계된 참여적 학습을 수행하였다. 수업이 종료된 이후 연구참여자들을 대상으로 반구조화된 대면 인터뷰가 시행되었다. 연구결과 이 교수 방법은 학습자들이 높은 동기수준을 갖고 학습활동을 수행한 것으로 나타났다. 그러나 외국어로 제공되는 학습콘텐츠로 인한 학습제약, 새로운 학습방법에 대한 문화적 부적응의 문제들이 발견되었다. 본 연구를 바탕으로 향후 발전방안이 논의되었다.

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