‌발표·토론 동영상을 활용한 ‘거꾸로’ 교수법의 교육 효과 사례 분석 ― 조선대학교 <사고와 표현1> 수강 학생을 중심으로

Abstract

In this study, the ‘flip’ teaching method using students' presentation and discussion videos were applied to 199 students in six classes, who took the course of <Thinking and Expression 1>, a required cultural study in Chosun University. This researcher conducted a questionnaire survey with the students. According to the survey, the teaching method made a certain contribution not only to increasing students' participation and interest in the class, but also to improving their complex communications skills of presentation and discussion. The educational effect of the ‘flip’ teaching method can be explained in the following aspects: First, the ‘flip’ teaching method allows students to take the lead in producing and evaluating videos. In the ‘flip’ teaching method using students' presentation and discussion videos, the videos of presentation and discussion joined by students are played as a lecture material in class, and are evaluated by students. In this process, students can become both a learner and a teacher (evaluator). As a result, the teaching makes students become the main body in class and increases their participation and interest in class. Secondly, the ‘flip’ teaching method helps students generally look into the complex communication process of presentation and discussion in the process of shooting and evaluating their presentation and discussion videos, and thereby gives them an opportunity to correct various elements of communication. Although the contents delivered in presentation and discussion (writing) can be changed and supplemented by a teacher's correction and comment, the elements including temporal and spacial characteristics (pronunciation/sound, where they look at, gesture, and attitude) can't be checked and corrected after the teacher's comment. However, in the ‘flip’ teaching method, students are able to effectively correct the communication elements including temporal and spacial characteristics in the process of shooting and evaluating videos. As described earlier, the ‘flip’ teaching method using students' presentation and discussion videos is basically student-oriented, and increases their complex communication skills of presentation and discussion. In various writing courses (or similar ones) and other courses opened in each college and university, presentation and discussion is used as a critical class tool. Therefore, it is considered that the ‘flip’ teaching method' can be applied in diverse ways in consideration of special characteristics of each course.