교양 스페인어 수업의 플립드 러닝(Flipped Learning) 수업모형 제안

Abstract

For more effective learning, it is important for users to actively participate in learning and to have the initiative of learning. Existing teaching methods of university lecture is mainly traditional instructor-led training. In such a learning environment, learners cannot help but to be passive and this is so far from the contemporary situation that requires talents who are creative and enterprising. Accordingly, some have requested that there should be changes in the teaching method in traditional class. Flipped learning is proposed as an alternative way to innovate the instructor-led classes. It means a leaning method that flips the existing traditional lecture approach. In the traditional learning, students first listen to a lecturer in the classroom and then perform tasks outside of the classroom. However, this process is inverted in Flipped learning. In other words, students listen to lectures via digital media or read given reading material outside the classroom, then they take the initiative in the learning of discussions, projects, and experiments in the classroom. The purpose of this study was to develop an instructional model based on flipped leaning rather than traditional learning method for more effective liberal Spanish education. The goal of foreign language education is to speak fluently in various situations. In order to accomplish this, students should actively participate in class. There is some limit through the traditional class. However, if the flipped learning is introduced to the Spanish class, student attending Spanish classes after learning the basics in advance online can foster language skills appropriate for the situation through face-to-face lessons. In this study, a Flipped instructional model was designed on the basis of ADDIE Model, considering 4 factors proposed by Hamdan, McKnight, McKnight & Arfstrom for Flipped learning. In addition, this study applied the Flipped learning model to the lecture of liberal Spanish in Chonbuk National University in 2014 second semester. There was high learning participation of students, which would not be expected in a traditional class. Learning satisfaction of learners was also high.