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NTIS 바로가기디지털융복합연구 = Journal of digital convergence, v.17 no.12, 2019년, pp.1 - 11
전정아 (이화여자대학교 대학원 교육공학과) , 이정민 (이화여자대학교 교육공학과) , 배윤주 (이화여자대학교 교육대학원 교육공학.HRD)
The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner varia...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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블렌디드 러닝은 무엇인가? | 플립드러닝과 비슷한 맥락에서 블렌디드 러닝(blended learning)은 전통적인 오프라인 수업의 면대면 학습 환경이 주는 직접적인 활동의 장점을 살리며, 시공간의 제약이 없는 온라인상의 교육적 측면을 교실 수업과 연계하는 교수ㆍ학습전략이다[16]. 즉, 블렌디드 러닝은 두 가지 이상의 다양한 학습 환경을 혼합하여 학습효과를 극대화하는 학습 방법이며, 플립드러닝은 블렌디드 러닝의 범주에 포함된다고 볼 수 있다[17]. | |
플립드러닝의 특징은 무엇인가? | 플립드러닝은 사전학습 수행과정과 교실수업에서 학습자의 적극적인 참여가 전제될 때 효과적인 학습이 가능하다는 점에서 학습자 중심의 학습방식이라 할 수 있다. 이러한 학습자 중심 학습 환경에서는 학습 과정에서 학습자에게 보다 많은 자율성이 부여된다. | |
플립드러닝 교실수업의 성과는 무엇에 영향을 받는가? | 또한, 플립드러닝에서 교실 활동은 대부분 협력 기반 활동으로 이루어지는 것이 특징이다. 따라서 교실수업의 성과는 학습자들이 이러한 팀 활동에 적극적으로 참여하고자 하는 정도에 영향을 받는다. 본 연구에서는 학습자가 팀 활동에 참여하고자 하는 정도를 협력지향성으로 정의하고, 플립드러닝 수업성과에 대한 협력지향성의 영향력을 검증하고자 하였다. |
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