Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
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Flipped Learning teaching model design and application for the University's "Linear Algebra"

'선형대수학' 플립드러닝(Flipped Learning) 강의 모델 설계 및 적용

  • Park, Kyung-Eun (Department of Mathematics Education, Sungkyunkwan University) ;
  • Lee, Sang-Gu (Department of Mathematics, Sungkyunkwan University)
  • Received : 2015.09.15
  • Accepted : 2015.11.17
  • Published : 2016.02.15
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Abstract

We had a full scale of literature survey and case survey of mathematics Flipped Learning class models. The purpose of this study is to design and adopt a Flipped Learning 'Linear Algebra' class model that fis our need. We applied our new model to 30 students at S University. Then we analyzed the activities and performance of students in this course. Our Flipped Learning 'Linear Algebra' teaching model is followed in 3 stages : The first stage involved the students viewing an online lecture as homework and participating free question-answer by themselves on Q&A before class, the second stage involved in-class learning which researcher solved the students' Q&A and highlighted the main ideas through the Point-Lecture, the third stage involved the students participating more advanced topic by themselves on Q&A and researcher (or peers) finalizing students' Q&A. According to the survey, the teaching model made a certain contribution not only to increase students' participation and interest, but also to improve their communication skill and self-directed learning skill in all classes and online. We used the Purposive Sampling from the obtained data. For the research's validity and reliability, we used the Content Validity and the Alternate-Form Method. We found several meaningful output from this analysis.

본 연구에서는 문헌 및 사례 분석을 통해 효과적인 플립드러닝 강의 모델을 모색해 보고, 그간 대학에서의 '선형대수학' 강좌를 위하여 시도한 다양한 플립드러닝 강의 경험을 정리하여 '선형대수학' 강의 모델을 개발하고 실제 강의 현장에 적용해 플립드러닝의 효과를 연구자의 입장에서 뿐만 아니라 학습자의 관점에서도 그 과정과 결과를 분석하며 검증하였다. 그 결과, 플립드러닝은 학생들이 미리 온라인 동영상 강의를 듣고 수업에 참여하므로 다양한 학습자 중심의 활동으로 구성이 가능하며, 따라서 수학적 지식 습득에 성취감을 고취시킬 뿐 아니라 학생들의 참여도와 자신감 그리고 도전의욕 증가에 유의미한 영향을 준 것을 충분한 데이터와 설문조사를 최신 통계기법을 활용하여 분석함으로 확인하였다.

Keywords

References

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