대학생의 플립러닝 적용 수업사례 연구

A Study on a Class Case with the Application of Flipped Learning to University Students

이 연구는 플립러닝 수업적용에 따른 학습 성과 및 플립러닝 활용가능성을 알아보는 것이다. 연구를 위해 K대학교 교직소양과목인 ‘학교폭력의 예방 및 학생의 이해’를 플립러닝으로 수업을 진행한 후 학습자 102명을 대상으로 설문실시, 성찰일지, 평가지(팀평가 및 동료평가), 관찰일지 등을 통해 자료를 수집하였다. 연구결과 학습만족도에 유의한 영향을 미치는 변수는 ‘주의집중’과 ‘편의성’순으로, 학습태도에 유의한 영향을 미치는 요인은 ‘상호작용’, ‘주의집중’ 순으로 나타났다. 플립러닝 수업을 통한 학습자들의 경험은 학습의 즐거움 외에 문제해결력, 협력과 배려, 시각의 확대 등의 학습 성과 및 적극적인 수업참여 태도 등으로 나타났다. 이러한 연구결과는 미래사회에서 더욱 요구되는 문제해결능력, 협동성 등의 역량제고를 위해 대학수업의 플립러닝 적용 확대 필요성을 보여주는 것이라 하겠다.

The purpose of this study is to examine the learning outcome and the flipped-learning availability according to the application of flipped learning to a class. For the research, data were collected through questionnaire execution, reflection journal, evaluation form(team evaluation and peer review), observation diary targeting 102 learners after progressing a classroom with flipped learning regarding ‘The prevention of school violence and the understanding of students’ as the teaching training course at K University. As a result of the research, the variables of having significant influence upon the learning satisfaction appeared to be in order of ‘attention concentration’ and ‘convenience.’ The factors of having a meaningful impact on the learning attitude were indicated to be in order of ‘interaction’ and ‘attention concentration.’ Learners’ experience through a flipped-learning class was shown to be the learning outcomes such as the problem-solving capability, the cooperation & consideration, and the extension in own vision other than the joy of learning pleasure and to be the positive attitude of participation in a classroom. This research result can be considered to show the necessity of expanding the application of flipped learning to university classes in order to improve the capabilities such as problem-solving ability and cooperativity that are further demanded in future society.