거꾸로 교실(Flipped classroom)의 교실사회학적 의미 분석: 참여 교사들의 경험을 중심으로

이민경 한국교육사회학회 2014 교육사회학연구 Vol.24 No.2

This study investigates the signification of Flipped classroom by the qualitative study based on the analysis of observation of classroom and narratives of teachers. Flipped classroom cause the change of role of teacher in classroom. This study is to investigate the effects and signification for teachers by the flipped classroom. That is to say, focusing on the experience of teachers on the flipped classroom, this study analysed the implication on the sociology of classroom. Based on these results, I discussed the possibility of educational reform by the change of classroom reflecting the Korean educational culture. 이 연구는 거꾸로 교실(Flipped Classroom)실험에 참여한 교사들의 수업구조와 실행경험을 분석하여 교실사회학적 의미를 분석한 것이다. 거꾸로 교실(flipped classroom)은 동영상을 통해 교과지식을 집에서 학습하고 과제로 부여했던 활동을 교실에서 수행함으로써 고전적인 수업의 형식을 뒤집은 수업방식으로서 수업구조와 교사의 역할변화를 가져오게 된다. 이 논문은 거꾸로 교실(Flipped Classroom)도입으로 인한 수업구조, 교실 공간 배치, 학생과의 상호작용, 교사역할의 변화를 교사들이 어떻게 인지하고 의미화하는지를 분석하여 교실사회학적 의의를 고찰하였다. 연구결과를 바탕으로 수업구조와 방식의 변화가 교사와 학생의 상호작용을 어떻게 추동해 내는지를 논의하고, 교실 수업 공간의 구조와 변화를 통한 교육혁신의 가능성을 모색하였다

교회학교에서 플립러닝 실행을 위한 구글 클래스룸 활용의 질적 연구: S교회 고등부 교사들의 경험을 중심으로

서성현 한국기독교교육정보학회 2019 기독교교육정보 Vol.0 No.61

This study is a qualitative study that analyzes the experiences of teachers using flipped learning in church school using Google Classroom. The purpose of the study is to determine whether Google Classroom is suitable as a platform for church school flipped learning and to identify tasks for continuing flipped learning in church schools. This was the case of the S Church high school in the province where there is no experience of flipped learning and there are difficulties in platform construction. After 3 months of preparation, the researcher conducted a flipped learning using Google Classroom for 1 month. Then, the researcher conducted research based on focus group interview, 1:1 interview and researcher's observation records. Research has shown that if teachers have enough staff to run Google Classroom, Google Classroom is the right platform to run flipped learning in church schools. Teachers reported that they were generally satisfied with the benefits of Google Classroom and flipped learning prior learning video contents, communication with students, and teaching efficacy. On the other hand, there has been a motivation problem that encourages students to see the pre-study videos before come to the church. And in order to continue flipped learning in church schools, it is necessary to have knowledge, emotional and spiritual support through seminars and workshops so that teachers do not be discouraged by failures in new attempts, to train professional staff to maintain flipped learning even if educator change. Also the church education system should be changed from the Kindergarten to the discussion-oriented and learner-centered education methods such as flipped learning. In the conclusions suggest discussion and implication based on these results. 본 연구는 구글 클래스룸을 활용하여 교회학교에서 플립러닝을 실행하고 교사들의 경험을 분석한 질적 연구다. 연구 목적은 구글 클래스룸이 교회학교 플립러닝을 위한 플랫폼으로써 적합한지 밝히고, 교회학교에서 플립러닝을 지속하기 위한 과제를 도출하는 것이다. 이에 플립러닝에 대한 직접적인 경험이 없고, 플랫폼 구축에 어려움이 있는 지방에 소재한 S 교회 고등부를 사례로 선정하였다. 연구자는 약 3개월간 준비기를 거쳐 1개월 동안 구글 클래스룸을 활용하여 플립러닝을 실행하고 난 뒤 교사 13명을 대상으로 포커스그룹 인터뷰, 1:1 면담, 연구자의 관찰일지를 토대로 연구를 진행하였다. 연구 결과, 교사들은 구글 클래스룸을 운용할 수 있는 인력만 확보한다면 구글 클래스룸이 교회학교에서 플립러닝을 실행하기에 적합한 플랫폼이라고 진술하였다. 교사들은 구글 클래스룸의 장점들과 플립러닝의 선행학습 동영상 콘텐츠, 학생과의 의사소통, 교수 효능감에서 대체로 만족하였다. 한편, 학생들이 선행학습 동영상을 보고 교회에 오도록 하는 동기부여 문제가 대두되었다. 또 교회학교에서 플립러닝을 지속하기 위해서는 교사들이 새로운 시도에서 오는 실패들에 낙심하지 않도록 세미나와 워크숍을 통한 지식적, 감성적, 영적 지원이 필요하며, 교역자가 바뀌어도 플립러닝을 유지할 수 있도록 전문인력을 양성하는 것, 유치부부터 플립러닝과 같은 토론 위주 및 학습자 중심의 교육방법으로 교회교육체제가 전환되어야 한다는 과제가 도출되었다. 결론에서는 연구 결과를 기초한 논의와 시사점을 제시하였다.

대학 Flipped Classroom 환경에서 교수실재감과 학습자-교수자 상호작용이 인지된 학업성취도에 미치는 영향

김진희 ( Jinhee Kim ),이혜원 ( Hyewon Lee ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.4

This study desires to verify the effect of teaching presence and student-instructor interaction on perceived academic achievement in flipped classroom in higher education. In the study, we collected data via a survey with the sample of 190 students in three flipped classrooms of Y University. The collected data was analyzed using structural equation modeling. The major findings dare as follows: First, teaching presence had a positive effect on student-instructor interaction in flipped classroom at the university. Second, teaching presence and student-instructor interaction directly effected academic achievement in flipped classroom at the university. Third, teaching presence indirectly effected academic achievement through student-instructor interaction. The results indicated that high level of teaching presence increase student-instructor interaction, and it can lead to high perceived academic achievement in flipped classroom in higher education. Therefore, instructor`s roles that can systematically design online and offline classroom elements and facilitate learner`s participation are stressed for effective flipped classroom. In addition, continuous support is needed to strengthen the instructor`s capacity through providing the class consulting, monitoring, and successful practices. The results implied that the causal relationship among teaching presence, student-instructor interaction, and perceived academic achievement and specific guidelines of instructor`s roles for high academic achievement in flipped classroom in higher education.

국어과 거꾸로 교실(Flipped Classroom)의 적용 가능성 탐색

진용성,김병수 한국초등국어교육학회 2015 한국초등국어교육 Vol.57 No.-

The purpose of this study is to explore the applicability of Flipped Classroom to the Korean language classroom. First, the concept of Flipped Classroom and attributes, dealing with the specific context of the Flipped Classroom, and discussed the need for Flipped Classroom in language classes. And discuss ways to overcome dilemmas for the classroom, and to explore the significance. Flipped Classroom is a teaching strategy to enhance the learning of individual learners. Its main characteristic is the learner learning through the media outside of the classroom, inside the classroom interaction through discussion and debate. The learner and the teacher's role are different with traditional teaching. Flipped Classroom in korean language classroom emphasizes the students' individuality and mutual negotiations and, learner-centered language teaching. However, many of the ambiguous of teacher roles, relationships neglected by emphasis on education Engineering, such as difficulties in activities of Korean language class. To compensate for this, the principal language of instruction is learner-centered educational philosophy must first internalize and practice, and teacher should enhance the expertise that can be deployed in a variety of roles in the classroom. Second, take advantage of the classic literature, children's literature such as actively as a media for learning outside the classroom, and learning about the critical reading of the media should also be supplemented. Third, it combines the Havruta Education in korean language teaching. 본고의 목적은 국어과 거꾸로 교실의 적용가능성을 탐색하고자 하는 것이다. 먼저 거꾸로 교실의 개념과 특성, 거꾸로 교실의 구체적인 맥락을 다루고, 국어수업에 거꾸로 교실 수업의 필요성을 논의하였다. 그리고 거꾸로 교실에 대한 논쟁점과 국어수업에서 발생할 수 있는 딜레마의 극복방안 등을 논의하고, 국어과 거꾸로 교실의 의의를 탐구하여 국어 수업에서의 적용가능성을 탐구 했다. 거꾸로 교실은 개별 학습자의 학습효과를 높이기 위한 수업 전략이다. 그 주된 특성은 교사중심의 교과내용의 전달을 교실 수업 바깥에서 학습자가 매체를 통해 학습을 하고, 교실 안에서는 학습자간 혹은 교사와 상호작용하며 배움의 내용을 토론과 토의 등을 통해서 정교화 하는 학습을 하는 것이다. 그 과정에서 학습자와 교사의 역할 등은 기존 전통적 수업과 다른 양상도 보이게 된다. 국어 수업에서도 거꾸로 교실을 통해서 학생들의 개별성을 강조하고, 상호교섭적이고, 언어의 총체성와 창조성이 나타나는 학습자 중심 국어수업이 이루어질 가능성이 높다. 그러나 가르침의 본질과 관련된 교사 역할의 불분명성, 교육공학의 강조로 인한 관계의 소홀, 학교 급에 맞는 국어과 수업 내 활동 구성의 어려움 등이 거꾸로 교실을 실제 국어 수업에 적용할 때 도출될 수 있는 여러 가지 난제들이다. 이를 보완하기 위해서 첫째, 학습자 중심의 국어교육 철학을 수업 주체가 먼저 내면화하고 실천해야 하며, 수업 속에서 다양한 교사 역할을 전개할 수 있는 전문성을 고양해야 한다. 둘째, 인문고전과 아동문학작품 등을 교실 바깥 배움을 위한 매체로 적극 활용할 수 있어야 하며, 매체의 비판적 읽기에 대한 학습도 보완되어야 한다. 셋째, 하브루타식 교육법을 국어수업에 융합해서 국어과 수업 내 활동 구성을 적합하게 전개할 수 있어야 한다.

영어과 거꾸로 교실 수업의 전개양상: 교수 설계, 활용도구 및 학생 참여 구조를 중심으로

김성우 명지대학교(서울캠퍼스) 인문과학연구소 2020 인문과학연구논총 Vol.41 No.2

Since the mid-2010s the educational impact of flipped learning has been increasing as it is seen as an alternative to traditional teacher-centered classrooms. It has been adopted by a wide range of subjects while producing positive results in terms of student achievement and motivation. However, a majority of studies are limited in that they failed to capture a detailed description of classroom discourse. As a means of partially addressing these limitations, the present research reports a year-long observation of a middle school English flipped classroom in South Korea. Specifically, it presents a thick description of a flipped classroom by detailing typical class stages and interactions, class materials, and patterns in class participation, which serves to construct a nuanced explanation of the meaning of ‘flipping’ in a flipped classroom. An analysis of classroom observations suggests that it would be ecologically valid to understand the flipped classroom as a dynamic organization and orchestration of content, learning tools, teaching methods, and student activities, as opposed to and beyond understanding it as a reversal of the macrostructure of classes. This study will contribute to enabling researchers and teachers to make an informed decision about flipped learning, based upon a detailed analysis of classroom interactions and mediation tools. 거꾸로 학습이 2010년대 중반 이후 교수혁신 방법론으로 확산되면서 관심을끌고 있다. 하지만 대부분의 연구는 상호작용 담화를 포함한 거꾸로 수업의 진행과정을 상세히 기술하지 못하는 한계를 보여 왔다. 이에 본 연구는 한 중학교영어수업에 대한 중장기 참여관찰을 기반으로 전형적인 거꾸로 수업의 전개양상, 학습도구를 중심으로 본 수업의 구성요소, 학습 참여구조를 밝히고, 거꾸로수업에 있어 ‘거꾸로’의 의미를 ‘두껍게 기술(thick description)’한다1). 수업분석의 결과는 교수체제의 거시적 변화를 넘어서 다양한 교수학습 구성요소들의 역동적 조직 및 수업을 둘러싼 권력의 분산에 주목할 때 거꾸로 교실을 보다 적절히 이해할 수 있다는 점을 보여준다.

스마트 러닝 기반 Flipped Classroom의 활용연구 - 대학의 음악실기교육을 중심으로 -

서동욱,이에스더 한국음악교육공학회 2015 음악교육공학 Vol.- No.23

A substantial amount of effort to educate students on practical skills and theories in a balanced method has been made in the music education field in Korea, but it has not been easy due to the limitations of circumstances and time. In the event of applying musical knowledge to practice after class, educational achievement may often be less effective in comparison with spending time on theory due to the difference in each student's level of understanding or lack of retention over time. Students also happen to fall short of consideration for the meaning and interpretation of the music which they are playing, though performance focused classes help them develop practical techniques. As a result, audiences may not understand the meaning of the musical works or the writers’ messages. A considerable number of educational institutions have made efforts to fulfill those needs by supplying financial and human resources support. As one of expedients, this study proposes using a flipped classroom based on smart learning for the practical education of music. Students can greatly increase their ability to study musical knowledge under a smart learning environment. The methods of maximizing educational efficiency and convenience have been sought through the flipped classroom’s focus on practical tutoring based on the prerequisite knowledge learning in class. Also, the possibilities, advantages, examples and concept of the flipped classroom are still uncommon in Korea and have been suggested with the introduction of smart learning which is different from typical e-learning. This study aims to expand the foundation of smart learning in the field of education for the college of music, and activate the efficient and learner centered practical education for music by supplying the education service of the flipped classroom to the students who are already familiar with smart technology infrastructure. 우리나라 대학의 음악교육현장에서는 음악이론과 실기를 균형 있게 교육하기 위해 노력하지만, 시간적, 환경적 제약으로 인해 쉽지 않은 것이 사실이다. 음악이론을 교육한 후, 이를 실기에 적용할 경우 학습자마다 이해도의 차이가 있거나, 시간이 지날 경우 학습한 내용을 기억하지 못해 시간대비 교육효과가 높지 않은 경우가 많다. 또한 실기에 집중할 경우 연주의 기능적 완숙도는 높아지나, 학생들이 연주하고 있는 곡의 의미와 해석에 대한 깊은 음악적 사고가 부족해지는 경우가 종종 발생한다. 이로 인해 연주를 듣는 청중들에게 작품의 의미와 작곡자가 전달하고자 하는 메시지가 전달되지 못하는 경우가 발생할 수 있다. 이러한 점들을 보완하기 위해 많은 교육기관이 인력과 재원을 들여 다양한 노력을 기울이고 있다. 본 연구에서는 그 일환으로 스마트 러닝 기반의 Flipped Classroom을 음악전공실기교육에 적용하고자 한다. 스마트 러닝 환경 하에 학습자는 언제, 어디서나 원하는 시간과 장소에서 음악이론을 학습하고, 수업시간에는 학습된 이론에 근거한 실기교육에 집중하는 Flipped Classroom을 통해 교수-학습의 효율을 극대화는 방안을 모색하였다. 또한 이러닝 등의 기존 교육과 다른 스마트 러닝 환경에 대한 소개를 통해 국내에는 아직 생소한 Flipped Classroom의 개념과 사례 및 장점과 가능성을 제시하였다. 본 연구가 음악대학 교육현장의 스마트 교육 저변 확대에 기여하길 바라고, 스마트 인프라에 익숙한 학생들에게 Flipped Classroom 교육서비스를 제공함으로 학습자 중심의 효과적인 음악실기교육 활성화에 도움이 되고자한다.

거꾸로 교실(Flipped Classroom)의 실행에 대한 비평적 분석

홍기칠(Hong KiChil) 한국교육방법학회 2016 교육방법연구 Vol.28 No.1

This study suggests effective improvement strategies based on critical analysis on implementing the ‘flipped classroom’. The results of this study are as follows: First, the on-line instruction outside of classroom should not only contain the key contents or information that students will learn through the off-line instruction, but also contain cues from which students can make constructive questions and critical thinking. Second, teachers for the ‘in-classroom’ learning should make model, coach, and scaffold learning activities to individuals or small groups of students based on the key contents and constructive questions made from the on-line learning ‘outside of the classroom’ in order for the students to be able to constitute advanced construction of knowledge and logical thinking. Third, educational authorities should suggest effective in-service training programs for teachers as well as guidelines of learning assessment and support necessary finance. Fourth, educational authorities should revitalize the formation of leaning communities and networks in which teachers can voluntarily participate and share informations on the application of the ‘flipped classroom’. Fifth, educational authorities should improve classroom environments and upgrade on-line systems of the ‘flipped classroom’ and provide such system from which students and teachers can use smart devices and make videos effectively. Sixth, educational authorities should provide the teachers standard videos for the ‘flipped classroom’ such as videos or documents files through EBS or EDUNET. Seventh, teachers should develop strategies, such as quiz, online discussion, project learning, and discussion of the key contents, to motivate students to be interested in learning through watching the on-line video lecture of the ‘flipped classroom’. Finally, educational authorities should develop activities, such as broadcast program, demonstration classes, and formation of network between teachers and parents, so that parents can get various knowledges and experiences on the ‘flipped classroom’.

EFL College Learners’ Attitude toward Flipped Classroom Approach

AeJin Kang 한국외국어교육학회 2018 Foreign languages education Vol.25 No.2

This study was an attempt to explore how EFL college-level learners perceive flipped learning or flipped classroom approach which would be practiced with Content-Based Instruction (CBI) courses. As an effort to find a way for the CBI learners to be served more effectively in terms of earning content-knowledge and improving L2-using skills, the new approach of flipped learning has been tapped into first of all by looking into their expectations and concerns that they might have if the new approach would be employed in their CBI classroom. The analysis of the data provided by the 159 participants revealed that they did not show clear preference or strong negative attitude toward the new approach. While the young college-level learners appeared technology-savvy, they did not seem confident enough in the new approach mainly due to the on-line component of the flipped classroom approach, which would require more responsibility of their learning. The study also made suggestions on what should be considered if the new approach can be successfully implemented and help the learners earn better learning experience.

혼합연구를 통해 본 플립드 러닝의 영향과 인식

서미옥 ( Meeock Suh ) 한국교육공학회 2016 교육공학연구 Vol.32 No.3

To investigate the two teaching methodologies of a flipped learning style versus a traditional lecture-style, this study examines the effect on self-efficacy, teaching presence, course satisfaction of two different teaching methods, the behavior rating scale, academic achievement, and also student``s awareness of flipped learning through qualitative measures. All of the participants were pre service teachers who had taken a course on educational psychology. The subjects in the experimental group(n=49) experienced an “inverted classroom”. while the subjects in the control group(n=49) experienced s “traditional classroom”. A pretest-posttest control group experimental design was used. The results were as follows. First, there was no significant difference on self-efficacy between the two groups. Second, the flipped classroom showed higher teaching presence scores than the traditional classroom. Third, the flipped classroom showed higher course satisfaction scores than the traditional classroom. Forth, self-assessment behaviors of learners who participated in the flipped classroom were significantly higher than the traditional classroom. Fifth, the flipped classroom demonstrated higher academic achievement on their midterm and final exams than the traditional classroom. Sixth, the awareness of learners who participated in the flipped classroom was classified into seven categories. Learners showed a preference for flipped learning to a traditional classroom approach. These findings are discussed in terms of how flipped learning is an effective way to engage students in the learning process.

거꾸로교실을 활용한 학습자 중심 다문화교육 수업 방법 탐색

이민경(Lee Min-Kyung) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.3

This study is to investigate how to employ the flipped classroom, which is new teaching method as a learner-centered education, for multicultural education in the ordinary classroom focusing on the equal education. Flipped classroom, as an educational reform, is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. Therefore, flipped classroom gives the possibility to raise students multicultural sensitivity by more personalized guidance for students with divers backgrounds and abilities and by more active interaction among students. This study deals with why flipped classroom might be more useful teaching method for equal pedagogy and how to organize class to attain the goal of the multicultural education by employing flipped classroom. By doing so, I discussed how to introduce the flipped classroom at the ordinary class for equal pedagogy. The findings of this study are as follows: First, Flipped classroom provides a possibility to execute multicultural education in ordinary class all over the curriculum. Second, multicultural education via flipped classroom makes possible migrant children accomplish accademic success and self-empowerment. Lastly, flipped classroom actualize the ideal of multicultural education to raise multicultural sensitivity for all students by hidden curriculum.