플립러닝을 도입한 초급 교양일본어 수업의 실천연 : 플립러닝의 학습효과와 교실내 활동에 대한 학습자들의 인식을 중심으로 

초록

To analyze learners' perceptions on activities in classrooms, this study introduced flipped learning to the beginner's-level general Japanese class, tested the learning effects of the teaching method using flipped learning and examined learners' satisfaction. (1) The pop quiz is an effective measure for preventing negligent learning attitudes toward watching video clips. In addition, it serves to increase the self-initiated learning ability. (2) The flipped learning class showed better results in the formative evaluation than the existing classes, indicating that the flipped learning class has significant learning effects. (3) Learners' satisfaction with the effects of the flipped-learning course was very high. In particular, the satisfaction of inexperienced learners who first learn Japanese is higher than that of experienced learners. (4) Pre-learning in pre-class can narrow the gap between inexperienced and experienced learners. Even inexperienced learners actively participated in activities in classrooms, if they attend classes, after repeatedly watching video clips and taking adequate pre-learning. Video clips can be thus used as strong tools for enhancing learning effects. (5) The perception of activities in classroom differs between inexperienced and experienced learners. Although the former cannot initially perceive the importance of them, but only focus on learning in the pre-class, they gradually perceive the importance as they continue to experience activities in classrooms. (6) Inexperienced learners also underestimate the effects of activities in classrooms, compared to experienced ones. It can be, however, found that some inexperienced learners' passive attitudes toward activities in classrooms have been gradually changed into active ones, given that the evaluation item, ‘④not effective’, was finally eliminated.

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