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Instructional consultation for a flipped-learning classroom: A case study on a Korean Language Education major course

Hyunjin Park 1

1전주대학교

Accredited

ABSTRACT

This study analyses the process and the content of instructional consultation conducted on a Korean Language Education course implemented with a flipped learning model. The instructional consultation was applied to a flipped classroom structured on a Human Performance Technology model, and it was divided into three steps, ‘preparation’, ‘performance’ and ‘evaluation’. In particular, in this paper we focus our attention and two classroom recordings of the ‘performance’ step. The video recordings have been analyzed and evaluated on the criteria of performance, students’ relations, linguistic and non-linguistic expressions. Face to face consultation and group mentoring was used as research methodology, while the instructional consultation was carried on through a students’ evaluations, also self-assessed. After instructional consulting on the flipped learning classroom, we consider necessary as further educational support the introduction of rapport building for instructional consultation and group mentoring, the establishment of outcomes and syllabi specifically for flipped learning courses, and the development of support devices for classroom debate. With this instructional consultation case study applied to a major degree course we aimed to observe the real effect of the flipped learning approach. We stress the value of our research results in the qualitative understanding and discussion of instructional consulting applied to a flipped learning classroom.

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