플립러닝을 활용한 가정교과교육학 전공 수업의 온라인 활동 개발 및 적용
Development and Application of Online Teaching and Learning Activities for Home Economics Curriculum and Instructions Using Flipped Learning
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본 연구의 목적은 가정교과교육학 전공 수업에서 플립러닝을 적용한 온라인 활동을 개발, 적용하여 평가하는 데 있다. 이를 위해 2020년도 2학기 ‘가정교재연구 및 지도법’ 교과목에서 가정교육과 학생들을 대상으로 수업 전, 수업 중, 수업 후 단계에 따라 다음과 같이 수업활동을 적용하고 수업 효과와 인식을 평가하였다. 첫째, 총 6차시 수업을 단계별로 살펴보면 수업 전 활동은 사전 동영상을 제작하여 학습자들에게 제공하고 팀별 토론을 위한 환경을 설정하였다. 수업 중 활동은 학습자들이 사전학습 후 실시간 화상 수업으로 토론하고 다양한 매체로 협업할 수 있도록 구성하였다. 수업 후 활동은 교수자와 현직교사들이 학습자들의 학습과정과 활동을 관찰하여 온라인으로 피드백하고 학습결과를 공유할 수 있도록 하였다. 둘째, 온라인 수업활동을 평가하기 위해 교수·학습, 수업 효과, 학습자의 인식을 알아보았으며, 교수·학습 과정에서 학습자들은 학습의 개념과 원리를 잘 이해할 수 있었고 학습능력이 향상되었다고 나타났다. 수업 효과 및 인식에서 다양한 활동을 통해 수업에 대한 자신감과 흥미가 생겼으며, 동료들과 의견을 공유하고, 교수자와 현직교사들의 피드백을 통해 학습 내용을 보완할 수 있었다고 하였다. 본 연구를 통해 온라인 수업에 대한 요구가 높아지는 추세에서 학습자 참여와 협력을 촉진하기 위한 다양한 매체와 활동을 활용한 수업 전환에 기여할 수 있기를 기대한다.
Abstract
This study is to evaluate the effectiveness and perception of online activity for flipped learning-based home economics curriculum for pre-service teachers. The online activities were developed, following the flipped learning steps and applied as follows for course on ‘Teaching materials & Teaching techniques of Home Economics’ in the second semester of 2020. First, for before-class activities, video instructions for students were made for prior-learning, and environment for group discussions was set up. For the in-class activities, it was set for students to discuss and collaborate through the online classes. In after-class activities, professors and teachers observed students' learning processes and activities, gave them feedback online and made sure all students could share their learning results. Second, to assess the classes, teaching/learning process, effectiveness of the class and perception were examined and it showed that the classes helped students better understand the learning concepts and principles and recognized that their learning abilities were improved through specific learning activities. Furthermore, students recognized that they gained confidence and interest in classes, shared various opinions with their peers, and could supplement their learning content through feedback from professors and teachers. The researchers hope that this study contributes to the utilization of various content sources and media to enhance learner' engagement and collaboration.
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