Earticle

초록

영어

With the rise of alternative teaching methods, flipped learning has been growing in popularity across academic disciplines. Flipped learning is a pedagogical approach where traditional lectures are shifted outside the classroom, allowing more time for students to engage in student-centered learning and dynamic, group-based activities in an interactive learning environment to improve learning outcomes. This paper aims to develop and apply flipped learning lesson plans to a translation course to examine the feasibility of a flipped learning model in T&I classes. Participants numbered 17 first-semester graduate students enrolled in a Korean-English translation course at a graduate school of interpreting and translation in Korea. During the 13-week semester, a 9-week flipped learning approach was adopted. The flipped learning class activities were categorized into pre-class, in-class, and post-class based on previous literature. Findings from a post survey conducted at the end of the semester revealed the participants’ overall satisfaction with the flipped classroom approach. Students responded that small group discussion sessions held during class were particularly useful as they provided an opportunity to explore their understanding of various translation issues with their peers. The instructor’s course evaluation scores were also positive. The results and pedagogical implications are discussed based on students responses.

목차

Abstract
I. 들어가는 말
II. 이론적 배경
1. 학습자 중심 교육을 위한 플립러닝
2. 사회적 구성주의
III. 연구방법
1. 연구설계
2. 연구 참여자
3. 연구절차
IV. 분석결과
1. 설문조사
2. 강의평가
V. 나가는 말
참고문헌

키워드

저자

• 이상애 [ Lee, Sang-Ae | 고려대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통역과 번역 [Interpretation and Translation]

• 간기

  연3회

• pISSN

  1229-6074

• 수록기간

  1999~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400