Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
권호 표지

A Study on Elements and Procedure of Instruction Consulting for Successful Flipped Learning

성공적인 Flipped Learning을 위한 수업컨설팅 요소 및 절차 연구

  • Choi, Jeong-bin (Institute for Teaching and Learning, Daejeon University) ;
  • Kang, Seung-Chan (School of Electrical, Electronics&Communication Engineering, Korea University of Technology&Education)
  • 최정빈 (대전대학교 교수학습개발원) ;
  • 강승찬 (한국기술교육대학교 전기전자통신공학부)
  • Received : 2015.10.21
  • Accepted : 2016.03.28
  • Published : 2016.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

Keywords

References

  1. 김광선(2015). 공학교육 패러다임 변화의 방향. 공학교육, 22(1): 2-9.
  2. 박태정, 차현진(2015). 거꾸로 교실 (Flipped Classroom) 의 교육적 활용가능성 탐색을 위한 교사 인식 조사. 컴퓨터교육학회논문지, 18(1): 81-97.
  3. 박상준(2015). 거꾸로 교실 모형의 개발과 적용 사례의 연구. 사회과교육연구, 22(2): 1-21
  4. 배정훈(2015). 스마트디바이스와 Flipped Learning 을 활용한 국내 대기업 연수원 교육. 한국기업교육학회 학술대회, 2: 14-15.
  5. 이소현(2015). 논문: 학습자 활동 중심의 스테이션 학습법-한글 자모 학습을 중심으로. 한국어 교육, 26(1): 267-297.
  6. 이동엽. (2013). 플립드 러닝 (Flipped Learning) 교수학습 설계모형 탐구. 디지털융복합연구, 11(12): 83-92.
  7. 이재경(2015). 수업컨설팅 분석 준거에 의한 대학 수업 사례 분석 결과 및 개선 방안 탐색. 학습자중심교과교육연구, 15(2): 663-689.
  8. 이희숙, 강신천, &김창석. (2015). 플립러닝 학습이 학습동기 및 학업성취도에 미치는 효과에 관한 연구. 컴퓨터교육학회논문지, 18(2): 47-57.
  9. 조일현(2015). Flipped MOOC 와 빅데이터를 활용한 기업교육 혁신 방법론. 한국기업교육학회 학술대회, 2: 6-6.
  10. 정명기(2015). 초등 영어 스마트 교육을 위한 플립드 교수학습 모형의 개발 및 적용. 한국교원대학교 대학원. 박사학위논문.
  11. 정영란(2014). 교수자의 성찰적 실천에 기반한 이러닝 수업컨설팅이 수업에 미치는 영향. 교육정보미디어연구, 20(2): 275-301.
  12. 정영식, 서진화(2015). 스마트 교실을 활용한 '뒤집힌 교수학습모형' 개발. 정보교육학회논문지, 19(2): 175-186. https://doi.org/10.14352/jkaie.2015.19.2.175
  13. 조일현(2015). Flipped MOOC와 학습분석학을 활용한 기업교육 혁신 모델. 한국기업교육학회 학술대회, 2: 1-8.
  14. 주길홍(2015). 효율적인 플립트러닝을 위한 e-PBL 교수학습 모형 연구. 융복합지식학회논문지, 3(1): 47-53.
  15. 한형종, 임철일, 한송이, 박진우(2015). 대학 역전학습 온.오프라인 연계 설계전략에 관한 연구. 교육공학연구, 31(1): 1-38.
  16. 최정빈, 김은경(2015). 공과대학의 Flipped Learning 교수학습 모형 개발 및 교과운영사례. 공학교육연구, 18(2): 77-88.
  17. 최정임 외(2015). 국내 수업컨설팅 연구동향 분석. 교육공학연구, 31(1): 95-127.
  18. Bae, Y., Shin, S., Kim, M., &Choi, I.(2015). A Study on Comparison of Attitude and Problem Solving Ability in Students and Teachers through Global Connected Learning Based on Smart Education.
  19. Beach, R.(2015). Using Digital Tools to Foster Social Practices Contributing to Connected Learning.
  20. Davies, R. S., Dean, D. L., & Ball, N.(2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61 : 563-583. https://doi.org/10.1007/s11423-013-9305-6
  21. Enfield, J.(2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends, 57 (6): 14-27.
  22. Johnson, D. W., & Johnson, R. T.(1995). Creative controversy: Intellectual challenge in the classroom(3rd ed.). Edina, MN: Interaction Book Company.
  23. Lori, O., Laura J. P., & Neal, S.(2013). A Teaching Model for the college Algebra Flipped Classroom, Promoting Active Learning through the Flipped Classroom Model, IGI Global: 47-70.
  24. Luan, Y. Y., He, R., &Gao, D.(2015). Discussion about the Application of MOOC in Engineering Education.
  25. Papadopoulos, C., & Roman A. S.(2010). Implementing an inverted classroom model in engineering statistics: Initial results. American Society for Engineering Statistics. Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October 2010. Retrieved from http://dx.doi.org/10.1109/FIE.2010.5673198
  26. Roseth, C. J., Johnson, D. W., Johnson, R. T.(2008). Promoting early adolescents'achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134: 223-246. https://doi.org/10.1037/0033-2909.134.2.223
  27. Slavin, R. E.(1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston, MA: Allyn and Bacon.
  28. Strayer, J. F.(2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research, 15 : 171-193. https://doi.org/10.1007/s10984-012-9108-4
  29. Warter-Perez, N., & Dong, J.(2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. Proceedings of the 2012 American Society for Engineering Education-Pacific South West Section Conference, USA.
  30. Wong, S. Y., Tee, W. J., &Lim, P. V.(2015). Design Model for Integrating Learning Activity Management System (LAMS), Massive Open Online Courses (MOOC) and Flipped Classroom in Taylor's Integrated Moodle e-Learning System (TIMeS). In Taylor's 7th Teaching and Learning Conference 2014 Proceedings: 379-387.