플립러닝(Flipped learning)을 위한 포괄적 교수설계 모형의 탐색 = Exploration of an Comprehensive Instructional Design model for Flipped Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore an comprehensive instructional design framework and instructional strategies in flipped learning that should be applied consistently for the successful implementation. On the basis of the research problems which is to accomplish the objective, bibliographical analysis that was composed of COSI model(Bidwell & Jensen, 2004) and qualitative content analysis(Jadad, Mohr, & Klassen, 1998; Schreir, 2012), was administered as one of the research methodologies. In addition, based on the evaluation and selection criteria for instructional design theories and models(Reigeluth & Frick, 1999),
Consultation from educational experts was conducted by means of survey and interview so that field acceptability of the model would be assured. The research results indicate that major instructional elements for designing flipped learning were organized as follows: 1) Ramp-up strategies, 2) Facilitation strategies for self-directed learning, 3) Design strategies for learning environments, 4) Matching strategies to instructional situations, 5) Evaluation
strategies. In accordance with each component, the prescriptive instructional strategies were suggested. Moreover, in order for the model to hold better validity and effectiveness, the constraints and corresponding future research possibilities were discussed.

국문 초록 (Abstract)

이 연구는 플립러닝의 성공적인 실행을 위해 적용, 견지해야할 포괄적 교수설계 체계와 이에 상응한 실천적인 교수전략을 제시하는 데 목적을 두고 있다. 이러한 목적을 달성하기 위해 도출된 연구문제를 기반으로, COSI 모형(Bidwell & Jensen, 2004)과 질적 내용분석(Jadad, Mohr, & Klassen, 1998; Schreir, 2012)의 연구방법으로 문헌분석을 수행하였다. 그리고 이 교수전략 체제의 교육현장 수용가능성을 높이기 위해, 교수설계 이론과 모형의 평가 및 선정 기준(Reigeluth & Frick, 1999)에 입각하여, 이 수업체제를 직접 적용한 교육전문가들로부터 면담과 설문을 통해 자문을 구했다. 이러한 연구방법에 따라 거꾸로학습의 포괄적 교수설계 체계는, 1) 적응환경 수립 전략, 2) 자기주도학습 촉진전략, 3) 학습환경 설계전략, 4) 수업상황에 따른 적용전략, 5) 평가전략 등의 설계 요소로 구조화되었다. 그리고 각 설계요소 별로 교수자에게 플립러닝을 설계하는 데 구체적인 지원과 안내가 될 수 있는 실행적인 교수전략들을 제시했다. 끝으로 플립러닝을 위한 새로운 체제의 포괄적 교수설계 전략이 더 나은 타당성, 효과성을 담보하는 데 제기돼야할 연구의 제한점과 병행하여 후속 연구 필요성에 관한 논의가 이루어졌다.

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