정보교육학회논문지 (Journal of The Korean Association of Information Education)

  • 제20권1호
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  • Pages.57-68
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  • 2016
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  • 1229-3245(pISSN)
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  • 2733-8428(eISSN)
한국정보교육학회 (Korea Association of Information Education)
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플립드러닝 성과를 예측하는 요인 규명

Investigating Factors Affecting Flipped Learning Outcomes

  • 투고 : 2016.01.11
  • 심사 : 2016.01.29
  • 발행 : 2016.02.29
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초록

본 연구는 플립드러닝 환경에서 학습성과를 높이기 위해 고려해야 할 지침을 얻고자, 플립드러닝 성과변인으로 수업흥미, 과학흥미, 학업성취도를 선정하였고, 이를 예측하는 요인으로 내재적 동기, 자기조절을 선정하여 이들의 예측력을 규명하였다. 이를 위해 2015학년도 1학기에 서울 지역의 A 중학교 1학년 학생 44명을 대상으로 약 5주 동안 과학수업에서 플립드러닝을 진행하였으며, 수업 종료 후 학습자의 설문을 수거하여 상관분석 및 회귀분석을 실시하였다. 연구 결과, 플립드러닝 환경에서 내재적 동기는 수업흥미와 과학흥미를 유의하게 예측하였고, 자기조절은 학업성취도를 유의하게 예측하는 것으로 나타났다. 이는 플립드러닝 환경에서 학습자의 학습성과를 높이기 위해서는 내재적 동기, 자기조절을 증진시키는 교수학습전략이 필요함을 시사한다.

The purpose of this study is to examine factors affecting flipped learning outcomes. For this study, 44 middle school students participated in flipped learning activities during science classes. After 5 week of classes, they responded the following surveys: intrinsic motivation, self-regulation, interest in class, interest in science, and learning achievement. Multiple regression analyses with correlation applied to this study as data analysis methods. The results showed that intrinsic motivation significantly predicted interest in class and interest in science. In addition, self-regulation significantly predicted learning achievement. Therefore, these findings imply that intrinsic motivation and self-regulation should be considered for designing flipped learning activities in middle school science classes.

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피인용 문헌

  1. 전문대학에서 플립드 러닝 교수학습전략 효과성 검증 vol.19, pp.5, 2016, https://doi.org/10.5762/kais.2018.19.5.366
  2. 대학 플립드러닝에서 수업성과에 영향을 미치는 요인과 학습실재감의 매개효과 규명 vol.17, pp.12, 2019, https://doi.org/10.14400/jdc.2019.17.12.001