플립 러닝을 적용한 <동시대 미국문학> 수업 사례 연구 (A Case Study of Contemporary American Literature Class through Flipped Learning)

서지정보

· 발행기관 : 한국영미문학교육학회
· 수록지 정보 : 영미문학교육 / 21권 / 3호 / 51 ~ 70페이지
· 저자명 : 노헌균

초록

This paper explains the whole procedures of the class Contemporary American Literature taught via flipped learning methodology in Fall, 2016. The class is designed to specify principles composed by Flipped Learning Network (FLN). The FLN defines flipped learning as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” In organizing classes, the FLN also recommends to observe “the four pillars of F-L-I-P: flexible environment, learning culture, intentional content, and professional educator.” Keeping in mind the definitions and philosophies set by the FLN, I have taught the Contemporary American Literature to mostly English majors for five weeks. Unlike the traditional classes in which students listen to the lectures and passively respond when asked, the flipped learning class motivated and engaged most students so strongly that the students showed high creativity, volunteering spirits, active class participation, and gradually learned how to work together with their colleagues. They also learned how to research specific topics and to arrange their knowledge with that of their classmates. They were quite satisfied with the new and experimental class in spite of a lot of time demanding assignments and efforts to complete the off-line classes. The flipped learning methodology, however, proves to be most adequate to project-oriented classes rather than classes of academic achievement.

영어초록

This paper explains the whole procedures of the class Contemporary American Literature taught via flipped learning methodology in Fall, 2016. The class is designed to specify principles composed by Flipped Learning Network (FLN). The FLN defines flipped learning as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” In organizing classes, the FLN also recommends to observe “the four pillars of F-L-I-P: flexible environment, learning culture, intentional content, and professional educator.” Keeping in mind the definitions and philosophies set by the FLN, I have taught the Contemporary American Literature to mostly English majors for five weeks. Unlike the traditional classes in which students listen to the lectures and passively respond when asked, the flipped learning class motivated and engaged most students so strongly that the students showed high creativity, volunteering spirits, active class participation, and gradually learned how to work together with their colleagues. They also learned how to research specific topics and to arrange their knowledge with that of their classmates. They were quite satisfied with the new and experimental class in spite of a lot of time demanding assignments and efforts to complete the off-line classes. The flipped learning methodology, however, proves to be most adequate to project-oriented classes rather than classes of academic achievement.

참고자료

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