수업기본원리를 적용한 플립드 러닝의 설계 및 효과
Design and Effects of A Flipped Learning Applying the First Principles of Instruction
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본 연구의 목적은 수업기본원리를 적용한 플립드 러닝 수업을 설계․개발하고 그 수업의 효과를 검증하는 것이다. 이를 위한 연구내용은 첫째, 수업기본원리를 적용한 플립드 러닝의 설계과정을 구체화하고 수업설계안을 개발한다. 둘째, 수업기본원리를 적용한 플립드 러닝이 수업참여도, 학업성취도, 학습만족도에 미치는 효과를 검증한다. 첫 번째 연구를 수행하기 위하여 설계․개발연구를 수행하였다. 수업기본원리를 적용한 플립드 러닝의 설계 및 운영과정을 구체화하기 위하여 수업기본원리와 플립드 러닝 관련 문헌 분석 및 사례 분석을 실시하였다. 이를 통해 수업기본원리를 적용한 플립드 러닝 설계 과정을 도출하고, 각 단계에 따라 ‘교육평가’ 수업모듈을 설계하였다. 개발된 수업설계안은 ‘교육평가’ 내용전문가 1인과 교육공학전문가 1인을 대상으로 전문가 검토를 실시하여 수정 및 개선하여 최종 수업설계안을 개발하였다. 두 번째 연구를 수행하기 위하여 2016학년도 2학기 A 대학교 사범대학에서 개설된 교직과목 중 ‘교육평가’ 네 분반을 편의표집하여 실험집단 두 분반(66명), 통제집단 두 분반(82명)을 대상으로 실험 연구를 수행하였다. 두 집단 간 독립표본 t 검증 결과, 수업기본원리를 적용한 플립드 러닝에 참여한 집단은 강의식 수업에 참여한 집단에 비해 학업성취도에서 통계적으로 유의미한 효과가 나타났다. 그러나 수업참여도와 학습만족도 점수에서는 유의미한 효과가 나타나지 않았다. 본 연구의 의의는 다음과 같다. 첫째, 현장 교사 및 교수설계자에게 플립드 러닝에 수업기본원리를 적용하는 수업설계과정을 구체적으로 제시하여 실제 수업설계활동을 이해하고 적용하는데 도움을 준다. 둘째, 수업기본원리를 적용한 플립드 러닝과 강의식 수업을 비교하여 효과를 검증함으로써 수업기본원리를 적용한 플립드 러닝의 효과에 대한 실증적 증거를 제공하였다.
Abstract
The purpose of this study is to design and develop an instructional case of flipped learning that applies the first principles of instruction and to verify its effectiveness. Two research tasks were drawn to obtain research purposes. 1) To design and develop an instructional case of flipped learning that applies the first principles of instruction, and to specify its instructional design process in detail. 2) To verify the effectiveness of the developed instruction on student engagement, academic achievement, and student satisfaction. The details of the study are as follows. To accomplish the first research task, a design and development study was conducted. After reviewing related literature, analyzing related instructional cases, I presented the process of designing flipped learning that applies the first principles of instruction. Using the presented process of designing, I designed and developed an instructional case of flipped learning applying the first principles of instruction. The developed instructional case of flipped learning was conducted for 3 weeks by selecting a specific topic (Developing the test items) in the contents of a course titled ‘Educational evaluation’. The results of the first study are the lesson plan that was validated based on the expert’s review. To accomplish the second research task, an experimental study was conducted by using convenience sampling of two seperated classes, titled ‘Education Evaluation’ in a University. The experimental group consisted of 66 students and 82 students were in the control group. The experiment was carried out over a 3 week period. The results showed that there was no statistically significant difference between the two groups in both student engagement and student satisfaction. However, there was statistically a significant difference between the two groups in academic achievement. The implications of this study are as follows. First, it is useful for instructional designer and the instructor to design and operate flipped learning that applies first principles of instruction. Second, it is also possible to provide empirical evidence on the effectiveness of flipped learning that applies first principles of instruction.
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