플립러닝을 통한 자기주도적 학습과정
Self-directed learning process through flipped learning.
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The purpose of this paper was to investigate how a teacher and learners perceived the learner autonomy in a flipped classroom. A total of 60 middle school students and one English teacher participated in this study. Half of the students were in a traditional teacher-centered English class. The other half were in a flipped class. The students’ learning behavior and attitudes in the flipped class were observed and analyzed based on LMS (Learning Management System) data from their writing on social media boards, watching video files, responding to quizzes, and others. A questionnaire asking about their perceptions of the effect of flipped learning on learner autonomy was given to the teacher and the learners. Interviews with the teacher and the learners were also conducted to investigate their perceptions of the effect of flipped learning. The findings suggest they had positive perceptions of the flipped class because of the lesson contents. It was also found that students' motivation in learning English and their learner autonomy increased while they were actively interacting with each other on the internet platform in the flipped class. The needs for future studies on flipped learning with an advanced infrastructure and more participants are also suggested.
Abstract
The purpose of this paper was to investigate how a teacher and learners perceived the learner autonomy in a flipped classroom. A total of 60 middle school students and one English teacher participated in this study. Half of the students were in a traditional teacher-centered English class. The other half were in a flipped class. The students’ learning behavior and attitudes in the flipped class were observed and analyzed based on LMS (Learning Management System) data from their writing on social media boards, watching video files, responding to quizzes, and others. A questionnaire asking about their perceptions of the effect of flipped learning on learner autonomy was given to the teacher and the learners. Interviews with the teacher and the learners were also conducted to investigate their perceptions of the effect of flipped learning. The findings suggest they had positive perceptions of the flipped class because of the lesson contents. It was also found that students' motivation in learning English and their learner autonomy increased while they were actively interacting with each other on the internet platform in the flipped class. The needs for future studies on flipped learning with an advanced infrastructure and more participants are also suggested.
참고문헌 (20)
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