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http://dx.doi.org/10.15207/JKCS.2017.8.1.173

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

Park, Yangjoo (Department of Education, Hannam University)
Publication Information
Journal of the Korea Convergence Society / v.8, no.1, 2017 , pp. 173-179 More about this Journal
Abstract
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.
Keywords
Flipped learning; educational meaning; dialogue; didalogism; Bakhtin;
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Times Cited By KSCI : 1  (Citation Analysis)
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