온라인 역사 수업에 대한 여러 논의와 역사 수업의 효율성 제고 방안 - ‘확장된’ 블렌디드 러닝을 중심으로

Abstract

This paper is a study to effectively utilize online classes in history education. As full online classes began in 2020 in the aftermath of COVID-19, studies to effectively utilize online classes have become active. However, online classes have been a topic that has been discussed in history education for a long time. Efforts have been made to promote ‘interactive classes’ and ‘student-led learning’ using computers and the Internet as alternatives to unilateral lecture-style classes. Expectations for future classes have become a reality as full online classes were implemented due to COVID-19. In addition, field studies related to online classes were conducted, and this paper considered the online classes separately for the category of teachers, the category of students, and the category of society. Online classes will continue as an important form of classes in history education even after the COVID-19 pandemic is over. Blended learning is a typical example. In previous studies, the concept of blended learning was narrow, and the forms were limited. However, when used in real schools, blended learning can be used more flexibly by adding some effective forms of classes. This is the so-called “extended” blended learning. ‘Extended’ blended learning can be implemented in the form of non-real time discussion classes that first, set ‘clip videos’ and ‘stopping points’, second, present inquiry-type tasks and give feedback, and third, use online. Therefore, it is thought that ‘extended’ blended learning will contribute to the efficient realization of ‘student-led learning’ and ‘interactive classes’ that were expected even before online history classes began fully, in real classes.