Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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A Study on Cases for Application of Flipped Learning in K-12 Education

초·중등교육에서의 플립러닝 연구사례 분석

  • Received : 2016.07.17
  • Accepted : 2016.08.20
  • Published : 2016.08.28
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Abstract

The purpose of this study was to analyze domestic and overseas cases of flipped learning instructional design model and actual classes in K-12 Education, and find out educational implications in order to design effective flipped learning. Papers, 14 articles in domestic and international journals, were collected. As results of the analysis, first, flipped learning instructional model was presented as flipped learning that applied to ADDIE model and 8C model etc. Second, 'Activities before classroom' consisted of watching lecture videos, lecture notes etc. 'Activities during classroom' was checking prior learning in early stage, individual activities and cooperative activities in middle stage, and solving quizzes, reviewing in later stage. After class, students performed tasks and questions&answers. Third, in case of creating lecture video, they used application such as Screencast-o-matic, Explain Everything; In contrast, some cases utilized online web-sites such as YouTube or Phet. Fourth, positive results were shown in learners' academic achievement, motivation and learning attitude etc. This research has a significance in terms of analyzing the flipped learning instructional model and flipped learning activities, and providing the preliminary data to facilitate the design for the effective flipped learning.

본 연구는 국내 외 초 중등교육에서의 플립러닝 설계모형 및 적용 사례를 분석하고, 효과적인 플립러닝 설계를 위한 시사점을 제안하는 것을 목적으로 한다. 이를 위해 최근 6년간 국내 외 학술지에 게재된 플립러닝 논문 14편을 대상으로 교수-학습활동을 분류하고, 플립러닝의 효과성을 살펴보았다. 분석 결과, 첫째, 플립러닝 설계모형으로는 ADDIE 모형을 적용한 플립러닝 모형, 8C모형 등이 제시되었다. 둘째, 교실수업 전 활동으로는 강의비디오 시청, 강의노트 작성 등이 이루어졌고, 교실수업 초기에는 사전학습 확인 활동이, 중기에는 개별 및 협력활동이, 후기에는 퀴즈 및 학습정리 활동이 이루어졌다. 교실수업 후에는 과제 및 질의응답이 수행되었다. 셋째, 교수자가 강의비디오를 제작하는 경우 Screencast-o-matic, Explain Everything 등을 활용하였으며, YouTube나 Phet같은 온라인 웹사이트에 게시된 콘텐츠를 활용하는 경우도 있었다. 넷째, 플립러닝은 학습자의 학업성취, 학습동기 및 학습태도 등의 측면에 긍정적인 영향을 미치는 것으로 확인되었다. 본 연구는 플립러닝에 관한 선행연구 분석을 바탕으로 플립러닝 설계 모형, 교수학습 활동유형 및 강의비디오 제작 방식을 분석하여 교수자가 플립러닝을 준비 및 실행할 때 참고할 기초 자료를 제공하였다는 점에서 연구의 의의가 있다.

Keywords

References

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