대학교육에서 플립러닝 성공 및 실패 요인에 관한 교수자 관점의 연구

Abstract

The purpose of this study is to explore the facilitating factors and barrier factors affecting the success and failure of flipped learning from the instructor’s perspectives. To this end, this study used the Success Case Method (SCM). For the purpose of the study, this study was conducted as a process of 1) selecting a target education program, 2) developing a flipped learning effect model, 3) selecting interviewees through the development and utilization of a flipped learning effect measurement survey and 4) deriving key facilitating factors and barrier factors affecting the success of flipped learning. As a result of the study, the key facilitating factors influencing the effect of flipped learning were instructor factors (e.g. clear understanding of the purpose of flipped learning, consistency with educational philosophies, and challenging tendencies), instructional design factors (e.g. the characteristics of curriculum and the linkage between course evaluation and instructional strategies), and organizational support factors. On the other hand, major obstacles to the effectiveness of flipped learning are instructor characteristics (e.g., superficial understanding of flipped learning), student characteristics (e.g., lack of understanding and expectation of flipped learning, lack of understanding of new educational paradigms), educational design factors (e.g., poorly designed pre-learning materials and activities in this class, etc.) and organizational support. At the end of the study, flipped learning support strategies were discussed based on the above research results.