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플립러닝 교실수업의 고차원적 사고기반 수업 활동 지원시스템 프로토타입 설계 및 개발

Design and Development of a Mobile System Prototype Supporting Higher Order Thinking-Based Class Activities in Flipped Classroom

김민정
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2020.12|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제26권 제4호|pp. 693-722|DOI http://dx.doi.org/10.15833/KAFEIAM.26.4.693

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키워드

플립러닝Flipped learningFlipped classroomHigher order thinking플립드 클래스룸고차원적 사고 활동시스템 프로토타입Mobile system prototype
주제분류교육학

초록

최근 교육현장에서는 플립러닝을 활발하게 활용하고는 있지만, 그 방법에만 주목하고 왜 그것을 활용하는가에 관한 근본적인 질문을 간과하는 경우가 많다. 따라서 본 연구는 플립러닝 활용의 기본 목적이 고차원적 사고기반 수업 활동의 증진임을 다시 한번 강조하고, 플립러닝 교실수업에서 이를 지원하기 위한 시스템 프로토타입을 개발하는 데 그 목적을 두었다. 이를 위해 가장 먼저 선행연구 분석을 통하여 프로토타입의 이론적 설계원리를 도출하였다. 문헌분석은 플립러닝 관련 이론 및 선행연구 분석과 고차원적 사고 촉진에 관한 문헌을 대상으로 이루어졌다. 이와 더불어 현장 기반의 실천적 설계원리를 도출하기 위하여, 플립러닝 경험이 있는 교수자와 학습자 초점집단인터뷰를 시행하였다. 도출된 이론적 설계원리와 실천적 설계원리는 전문가 검토를 통해 타당성을 확인하고, 유사설계원리의 통합이 이루어졌다. 그리고 중요성, 보편성, 프로토타입으로서의 구현가능성에 대한 평가를 토대로 최종 설계원리의 도출이 이루어졌다. 도출된 최종 설계원리는 출발점 수준 확인원리, 협력 집단 구성의 원리, 피드백의 원리, 대안적 평가의 원리, 성찰의 원리이다. 이와 같은 설계원리를 토대로 시스템 프로토타입을 개발하고 사용성 평가를 2회 실시하였다. 1차 사용성 평가는 인터페이스 개선과 디버깅을 위해 활용하였고, 2차 사용성 평가는 프로토타입의 유용성과 개선점 발견을 위해 실시하였다. 사용성 평가를 거친 후 최종 프로토타입이 개발되었다. 후속연구로는 다양한 현장 영역에서의 프로토타입 효과성 연구와 각 현장 맥락에 맞는 시스템 프로토타입의 고도화를 제안하였다.

Abstract

Although flipped classroom has been actively adopted in recent education sites, it is often overlooked that fundamental part of why it is used only by paying attention to that method. Therefore, this study emphasized once again that the basic purpose of the adoption of flipped classroom is the promotion of higher order thinking. And then this study was to design and develop an mobile system prototype to support it in flipped classroom. For the purpose, the theoretical design principles of the prototype were derived first through literature reviews. The literature analysis was conducted on the related theory analysis of flipped classroom and the literature on the promotion of higher order thinking. In addition, in order to derive field-based practical design principles, focus group interviews were conducted with groups of professors and learners who had experience in flipped classroom. The theoretical design principles and practical design principles derived were finalized through expert reviews, and the final design principles derived are the principle of entry behavior verification, the principle of cooperative team formation, the principle of feedback, the principle of alternative evaluation, and the principle of reflection. Based on these design principles, system prototypes were developed and usability test were conducted twice. The first usability test was for interface improvement and debugging, and the second usability test was to confirm the usefulness and improvements of the prototype. After the usability test, the final prototype was developed. Further studies were suggested on studies about the prototype effectiveness in various field areas and elaboration of the system prototypes to customize each context.

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