초록

본 연구에서는 최근 많은 주목을 받고 있는 학습자중심 교수학습방법인 플립드러닝이 의대생의 학습접근방식(approaches to learning)에 어떠한 영향을 미치는지를 살펴보고자 하였다. 이를 위해 학습자중심 학습형태로서의 플립드러닝의 특성이 잘 드러나도록 Kim et al.(2014)이 제안한 학습자중심 플립드러닝 설계원리에 따라 플립드러닝을 설계하여, 플립드러닝 전후로 R-LPQ-2F(수정된 2요인 학습과정설문지)를 활용하여, 의대생들이 플립드러닝에서 어떤 학습접근방식을 취하는지를 살펴보았다. 또한, 처음 플립드러닝 활동에 참여한 의대생의 플립드러닝에 대한 인식조사를 위해 설문조사와 플립드러닝 전후로 강의평가를 실시하였다. 본 연구에 참여한 피험자는 한 의과대학에서 인체와 미생물의 상호작용을 수강한 의예과 1학년 학생 34명이었고, 플립드러닝은 4차시 동안 진행되었다. 플립드러닝이 학습자의 심층적 학습접근방식 채택을 유도할 것으로 기대되었지만, 연구결과에 의하면 학습자의 심층적 학습접근방식 채택이 증가하였으나 유의한 수준에는 미치지 못하였다. 그러나 심층적 학습접근방식의 하위요인인 심층적 동기요인이 유의하게 증가하여, 플립드러닝이 학습자의 내재적 동기와 몰두를 유발하는 것으로 판단된다. 플립드러닝에 대한 인식조사에서는 학습자들이 플립드러닝의 상호작용적 학습활동을, 플립드러닝이 학습향상에 미친 영향보다 더 긍정적인 것으로 평가하는 것으로 나타났다. 또한 강의평가에서도 전통적인 강의식 수업보다는 플립드러닝을 보다 긍정적으로 평가한 것으로 나타났지만, 플립드러닝을 또 다시 수강하고 싶으냐는 질문에는 강의식 수업에 대한 선호도를 드러냈다. 플립들 러닝 실시 후 심층적 학습접근방식이 증가하지 않은 이유는 상대적으로 짧은 플립드러닝 학습경험, 교수중심의 교수방법에 대한 선호도 등으로 설명될 수 있을 것 같으며, 이와 관련한 후속연구가 필요한 것으로 생각된다. 본 연구의 결과는 플립드러닝에 대한 보다 다각적인 이해를 촉진하며 플립드러닝이 효과적인 대학교육의 대안이 될 수 있는지를 판단하는 데 중요한 정보를 제공해 주는 것으로 생각된다.

키워드

플립드러닝, 학습접근방식, 플립드러닝 설계원리, 학습자중심 학습, 의학교육

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