MOOC 활용 플립드러닝 수업 적용 사례 연구

MOOC-Based Flipped Learning in class: A case study of the experiences and awareness of pre-services teachers

목적 본 연구는 대학 정규수업에서 예비교사를 대상으로 MOOC을 활용한 플립드 러닝 수업을 적용하여 수업에 대한 학습자들의 경험과 인식을 분석하고자 하였다. 방법 이를 위하여 부산 소재 대학생 29명을 대상으로 한 학기 동안 사례연구방법을 적용하여 수업을 실시하고 학습자 성찰노트와 연구자의 관찰을 중심으로 자료를 수집하고 내용별로 범주화하여 귀납적 내용분석을 실시하였다. 결과 MOOC활용 플립드 러닝 수업은 학습자 중심의 교수-학습 환경 구성에 대한 암묵적 지식 형성을 촉진하는 의미 있는 수업으로 인식하였으며, 학습자들은 플리드 러닝 수업구조와 교수전략으로 사전학습, 학습내용과 교실수업 과제와의 연계성, 주별 학습량과 과제 난이도 조절, 협력활동과 상호작용 조절, 사전학습 확인평가 등의 요소가 수업의 집중도와 참여도를 높이는데 유용하게 영향을 주는 것으로 인식하였다. 결론 MOOC을 활용한 플립드 러닝 수업 경험은 학습자들의 사고와 지식의 확장, 교수방법과 교수전략 적용에 대한 자신감 형성, 학습자들의 교수효능감과 교사 역량 향상에 긍정적 영향을 주는 것으로 해석되며 이런 측면에서 예비교사들의 수업지도 역량 강화를 위해 MOOC활용 플립드 러닝 적용은 의미가 있다.

Objectives This paper attempts to investigate the educational implications of flipped learning via the MOOC-based flipped learning method in order to examine their experiences and awareness of the applied teaching and learning methodology. Methods This study employed a case study of 29 pre-service teachers attending a regular university lecture given via the MOOC-based flipped learning method. The main data gathered through students’ reflective journals and interview, and analyzed by using inductive contents analysis method. Results The findings of this study are as follows: first, analysis of the data provided by students indicated MOOC-based flipped learning is indeed conducive to formulating a learner-centered teaching and learning environment. Second, learners perceived teaching strategies that actively employ and integrate several teaching elements such as advance learning, content-task connection, adjustment of task difficulty in correlation with weekly learning milestones, collaboration and interaction among learners, and advance learning evaluations to be effective in increasing learner participation and focus. Third, the learners most prominently utilized three major learning strategies (advance learning, reviewing, and repeated practice) in order to adjust to the MOOC-based flipped learning environment. Fourth, collaboration and interaction among learners in a flipped learning environment, as experienced by learners, were seen to have promoted critical thinking as well as reinforcement of learning motivation. Conclusions The experience of MOOC-based flipped learning has not only proven effective in expanding learners’ knowledge and reasoning capabilities, but has also contributed to enhancing the learners’ confidence to apply teaching and learning strategies, self-efficacy for teaching and learning, as well as teacher capacity.