온라인 환경에서 글쓰기 교과 운영 사례와 비교과 참여 동기를 통해 본 ‘플립 러닝’의 교육효과에 관한 연구 －도서관 <북 토크> 프로그램을 중심으로－

Abstract

Having focusing on “Thinking and Academic Writing” Class which was operated under untact environment due to Covid-19 pandemic, this research contemplated educational effects of ‘Flipped Learning’ which had encouraged students’ participation of non-subject program. Through the field case studies, even under online environment, this research could examine that the flipped learning-based learner-centered curriculum operation with LMS and ZOOM had motivated students’ various non-subject activities and positively affected their campus life. Research scope and method are: Through the content analysis about narrative responses during the lecture evaluation of “Thinking and Academic Writing” class which was operated in 1st semester of 2021, this research analyzed the effects of flipped learning and contemplated how this method could affect them by examining students’ motives who attended “Book Talk” program that was operated by the library as a non-subject case. Through the research, I could find out following things: First, in order to increase students’ participation rate of non-subject program, the content of subject education should have a close connectivity to this non-subject program. Second, students who had experienced the flipped learning under online environment previously were more interested in presentation and debate activities and were more eager to participate the non-subject program. Third, the professor’s motivation to students has significant impact on their non-subject activities. In conclusion, through the real time flipped learning which made students study learning materials in LMS with group presentation and discussion by ZOOM, this research found out that this type of learning could boost students’ activities and lead their active participation of non-subject activities under untact environment. Thus, even under online environment, I could find that student-centered flipped learning has big educational implications. In addition, in order to activate non-subject education, not just by giving participation score but by flexibly increasing connectivity to normal subject education, I could reconfirm that the professor’s role of motivation that lead the student’s learning motive by expanding their study through various non-subject activities are significantly important.