한국융합학회논문지 (Journal of the Korea Convergence Society)

  • 제9권3호
  • /
  • Pages.173-179
  • /
  • 2018
  • /
  • 2233-4890(pISSN)
  • /
  • 2713-6353(eISSN)
한국융합학회 (Korea Convergence Society)
권호 표지
DOI QR코드

DOI QR Code

플립러닝 융합 수업에서 학습전략 사용 양상

The Learning Strategy Use in a Convergence Flipped Class

  • 허근 (한남대학교 영어영문학과) ;
  • 이정이 (케네소주립대학교 외국어학과)
  • Huh, Keun (Department of English Language & Literature, Hannam University) ;
  • Lee, Jeongyi (Department of Foreign Languages, Kennesaw State University)
  • 투고 : 2018.02.09
  • 심사 : 2018.03.20
  • 발행 : 2018.03.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 논문은 플립러닝(flipped learning)을 적용한 전공 수업에서 학생들의 학습전략 사용은 어떠한 양상을 미치는지와 학생들의 학업성취도에 따라 학습전략사용 양상에 차이가 나타나는지에 대하여 탐색한 연구이다. 연구의 대상은 영어교육 기초이론 수업을 수강한 33명의 대학 2학년 학생이었으며 15주 동안 실험에 참여하였다. 수집된 자료는 성적, 학습전략 사전 및 사후 결과, 학생설문결과 및 수업 활동자료들이다. 자료의 분석은 대응표본 t-검증과 ANOVA를 사용하여 실시되었다. 연구 결과, 학생들은 플립러닝 수업을 통하여 학습전략 사용에 있어서 변화를 보였으며, 학업 성적의 차이에 따라 나뉜 상 중 하 세 집단 간 학습전략 사용의 양상에도 차이가 나타났다. 특히 시간관리, 주의집중, 주제선정, 자기점검, 시험전략에 있어서 세 그룹 간 통계적으로 유의미한 차이를 보였다. 이러한 결과는 플립러닝 환경에서 효과적인 학습전략을 사용을 위해서는 학생의 학업 성취도를 고려할 필요가 있음을 시사한다.

The purpose of this study was to explore college students' use of learning strategies in a flipped learning class, and to examine the students' use of learning strategies in relation to their achievement levels. The participants were 33 college students who took an introduction to English education course. The study used three data collection procedures: (1) students' performance score; (2) a pre-and post-survey of student learning strategies; (3) a survey of student perception towards the flipped learning experience. Data were analyzed by using paired samples t-test and ANOVA. Results showed that the students used different learning strategies in the beginning and the end of the course, depending on their achievement levels. In particular, significant differences were found among three groups in terms of time management, concentration, selecting main idea, self-testing, and test strategies. The result indicates that learning strategies can be effectively trained and developed in the flipped learning environment with the consideration of students' levels.

키워드

참고문헌

  1. P. Busato, R. Berruto, F. S. Zazueta & J. Silva-Lugo. (2016). Student performance in conventional and flipped classroom learning environments. Applied Engineering in Agriculture, 32(5), 509-518. DOI: 10.13031/aea.32.11298
  2. M. B. Gilboy, S. Heinerich & G. Pazzaglia. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. DOI: 10.1016/j.jneb.2014.08.008
  3. M. Webb & E. Doman. (2016). Does the flipped classroom lead to increased gains on learning outcomes in ESL/EFL context? The CATESOL Journal, 28(1), 39-67.
  4. G. Hwang, C. Lai & S. Wang. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. https://doi.org/10.1007/s40692-015-0043-0
  5. J. Ko. (2015). Flipped learning and printed material learning for a college English instruction model, English 21, 28(4), 247-271. http://uci.or.kr/G704-002034.2015.28.4.022
  6. S. Sletten. (2017). Investigating flipped learning: student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education & Technology, 26(3), 347-358. http://doi.org/10.1007/s10956-016-9683-8
  7. E. Cilli-Turne. (2015). Flipped classroom attitudinal survey, PsycESTS Dataset. DOI: 10.1037/t52362-000.
  8. T. J. Francl. (2014). Is flipped learning appropriate?, Journal of Research in Innovative Teaching, 7(1), 119-128.
  9. N. Kim, B. A. Chun & J. I. Choi (2014). A case study of flipped learning at college: focused on effects of motivation and self-efficacy, Journal of Educational Technology, 30(3), 467-492. https://doi.org/10.17232/KSET.30.3.467
  10. J. Bang & J, Lee. (2014). Exploring educational significance of flipped classroom and its implications for instructional design. The Journal of Korean Teacher Education, 31(4), 299-319. https://doi.org/10.24211/tjkte.2014.31.4.299
  11. J. Lee, Y. Kim & Y, Kim. (2014). A study on application of learner-centered flipped learning model, Journal of Educational Technology, 30(2), 163-191. https://doi.org/10.17232/KSET.30.2.163
  12. Y. S. Kim. (2015). The effect of the flipped class on the affective experience, learning achievement, and class satisfaction of college English language learners, Foreign Languages Education, 22(1), 227-254.
  13. H. S. Lee, S. C. Kang & C. S. Kim. (2015). A study on the effect of flipped learning on learning motivation and academic achievement, The Journal of Korean Association of Computer Education, 18(2), 47-57.
  14. J. Bergmann & A. Sams. (2012). Flip your classroom: Reach every student in every class every day. New York: International Society for Technology in Education.
  15. L. Abeysekera & P. Dawson. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research, Higher Education Research & Development, 34, 1-14. DOI: 10.1080/07294360.2014.934336
  16. C. K. Lo & K. F. Hew. (2017). A Critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research, Research and Practice in Technology Enhanced Learning, 12(4), 1-22. https://doi.org/10.1186/s41039-016-0044-2
  17. E. Gundlach, L. R. Richards, D. Nelson & C. Levesque-Bristol. (2015). A Comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class, Journal of Statistics Education, 23(1), 1-33.
  18. N. T. T. Thai, B. D. Wever & M.. Valcke. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback, Computers & Education, 107, 113-126. http://dx.doi.org/10.1016/j.compedu.2017.01.003
  19. T. Roach. (2014). International review of economics education student perceptions toward flipped learning: New methods to increase interaction and active learning in economics, Biochemical Pharmacology, 17, 74-84. DOI: 10.1016/j.iree.2014.08.003
  20. C. Myers & T. B. Jones. (1993). Promoting active learning: strategies for the college classroom, San Francisco, CA: Jossey-Bass Inc.
  21. H. Lee & E. Sung. An analysis of learning strategies of high academic achievers for learner-centered instructional design in higher education, Journal of Educational Technology, 27(1), 1-35.
  22. D. Ellis. (2006). Becoming a master student (11th ed.), Houghton Mifflin Company.
  23. S. T. Peverly & K. E. Brobst. (2003). College adults are not good at self-regulation: A study on the relationship of self-regulation, not taking, and test taking, Journal of Educational Psychology, 95(2), 335-346. DOI: 10.1037/0022-0663.95.2.335
  24. C. E. Weinstein. (1994). Strategic learning/strategic teaching: flip sides of a coin. In P. R. Pintrich, D. R. Brown & C. E. Weinstein(Eds.), Student motivation, cognition and learning: Essays in honor of Wilbert J. McKeachie (pp. 257-273). Hillsdale, NJ: Lawrence Erlbaum.
  25. M. H. Synn & W. K. Noh. (2008). A study for the effects of a learning strategy educational program using rubrics for college students, The Korean Journal of Educational Psychology, 22(4), 671-695.