The Application of the Flipped Classroom Approach in an E-K Translation Course: A Case Study
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The Application of the Flipped Classroom Approach in an E-K Translation Course: A Case Study Cho, Woonik (Busan University of Foreign Studies) This case study, which is an application impact of the flipped classroom methodology, aimed at eliciting the advantages and disadvantages of the methodology in cooperation with a flipped learning consultant. The three findings of this study, which can judge the success or failure of classes, are as follows. The first factor refers to the teachers’ understanding of the video contents to flip. Another factor is concerned with the teachers’ understanding of the academic levels of students. The third finding is concerned with the teachers’ skill of managing students outside the classroom. Based on these findings, this study makes the following suggestions. more devotion is required of teachers when coaching classroom participants. In addition, teachers should assist and inspire these students through challenging assignments that outside of classroom students can manage quite well on their own. In general, students have to independently understand and search the concepts of the video instructions uploaded by teachers. In conclusion, such a learner-centered course requires its teachers to spend more time and thought on teaching and having higher coaching skills.
Abstract
The Application of the Flipped Classroom Approach in an E-K Translation Course: A Case Study Cho, Woonik (Busan University of Foreign Studies) This case study, which is an application impact of the flipped classroom methodology, aimed at eliciting the advantages and disadvantages of the methodology in cooperation with a flipped learning consultant. The three findings of this study, which can judge the success or failure of classes, are as follows. The first factor refers to the teachers’ understanding of the video contents to flip. Another factor is concerned with the teachers’ understanding of the academic levels of students. The third finding is concerned with the teachers’ skill of managing students outside the classroom. Based on these findings, this study makes the following suggestions. more devotion is required of teachers when coaching classroom participants. In addition, teachers should assist and inspire these students through challenging assignments that outside of classroom students can manage quite well on their own. In general, students have to independently understand and search the concepts of the video instructions uploaded by teachers. In conclusion, such a learner-centered course requires its teachers to spend more time and thought on teaching and having higher coaching skills.
참고문헌 (16)
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