거꾸로 교실 학습의 효과성에 대한 A신학대학 학생들의 인식 연구

Abstract

There is a hunger for effective teaching and learning practices for today’s students who grow with Internet access, Youtube, and other digital resources. The flipped classroom is considered as one of the most promising candidates. Unlike the traditional teaching methods based on lectures, the flipped learning allows students to explore the content by watching video clips that their teacher provide before the class, and enables teacher and students to have enough time to experience various classroom activities including guided and independent practices. Likewise, flipped learning provides a variety of educational benefits. The purpose of this study is to explore the effects of the flipped classroom and in a Korean seminary classroom and to investigate the possibilities of the flipped classroom For this purpose, in the fall semester of 2018, participants of this research participated in an intensive course for their major primarily designed using the flipped learning. This study utilized observations by the researcher and one-on-one interviews to collect data from the Korean seminary students, and the collected data was analyzed through the procedures of a case study. According to the responses from the five participants, there were some significant changes in the processes of the flipped learning(before, during, and after class). One of the biggest differences was enabling the students’ intrinsic motivation to learn. The content that has been delivered via supplemental video helped the participants to be ready for their learning and to feel free to participate in their classes. Also, the students were able to maintained their attention at high level during class, and they reported that the flipped learning’s methods enabled themselves to be interested in their classes. The instructor in the traditional classroom was responsible for the students’ learning and managed the learning processes, whereas the participants in the flipped learning were in charge of their learning, and the entire learning processes were organized and progressed by the participation of the learners. Therefore, in the flipped classroom, the participants were no longer onlookers or passive listeners; they were the center of their learning experiences. In addition, the more the participants experienced the flipped learning, the more they were content with the new instructional pedagogy, and they yearned to find a way to apply the flipped learning approaches into their own teaching ministry. Based on the data collected and analyzed in this study, the researcher could find some important implications for Christian education. First, the paradigm shift for a teacher’s Role for effective teaching is needed. Second, nurturing self-regulated learning of Korean seminary students can be a significant role for 21st century’s Korean churches. Third, a proper balance between individual learning and learning in a community can enhance students’ learning. Fourth, when a teacher introduces a new way of teaching and learning, the teacher and his or her students should have a enough time to adjust.