블렌디드 러닝을 활용한 대학의 무용 교수학습내용 구성에 관한 연구 (A study on the university dance teaching-learning contents using blended learning)

서지정보

· 발행기관 : 한국무용교육학회
· 수록지 정보 : 한국무용교육학회지 / 30권 / 1호 / 19 ~ 38페이지
· 저자명 : 이지혜

초록

Online education using smart devices is being introduced in many areas as it removes limits of spatiotemporal identity of professors and learners, but there are limitations by the absence of personal meeting between professors and learners. In order to overcome this limitation, blended learning that combined benefits of online and offline education is being expanded and used in the whole field of education.
There are concerns about the declining quality of education as competition became intensified by ranking of universities due to the advent of depopulation era and as they are being operated around economic aspects.
At this stage of the existence of university dance education getting threatened by a rearrangement issue of dance department, studies on economical dance teachinglearning contents using blended learning with high educational effect are being required.
This study developed a dance teaching-learning contents as a related course of dance education and dance technique(ballet) using combined blended learning.
Lecture contents of dance education is organized into the general term of 15 weeks, each lecture will be conducted twice a week for 50 minutes, and smart learning with the same percentage of time is composed of 20-minute video by considering the concentration level of learners. Also, professors can check the understanding of learners through a quiz provided with the video lecture in advance, and provide a mini lecture when additional explanation is needed. For an offline lecture, the positive effect of blended learning can increase by expanding the range of character education with problem based learning, cooperative learning, and peer learning through discussion learning.
Lecture contents and general curriculum of performance related subject are the same as teaching-learning contents of dance education subject, but secured time for experience learning by lowering a considerable portion of smart learning. This is a dance teaching-learning contents with integrated nature by combining lectures of practical technique with contents of related dance history and creation subject. Learners can participate in discussions based on understanding of the trend of dancing through smart learning, and can experience an increase in awareness through artistic expression and experience learning by learning characteristics of movements by period.
The development of dance teaching-learning contents using blended learning, as a blended education model for cultivating future integrated human resources with humanistic imagination, will effectively contribute to the cultivation of dance professionals integrated human resources with integrated thinking suitable for the ICT period through the combination of theory and practical skill and converged subjects. It will contribute to producing dance professionals who can perform in various fields.

영어초록

Online education using smart devices is being introduced in many areas as it removes limits of spatiotemporal identity of professors and learners, but there are limitations by the absence of personal meeting between professors and learners. In order to overcome this limitation, blended learning that combined benefits of online and offline education is being expanded and used in the whole field of education.
There are concerns about the declining quality of education as competition became intensified by ranking of universities due to the advent of depopulation era and as they are being operated around economic aspects.
At this stage of the existence of university dance education getting threatened by a rearrangement issue of dance department, studies on economical dance teachinglearning contents using blended learning with high educational effect are being required.
This study developed a dance teaching-learning contents as a related course of dance education and dance technique(ballet) using combined blended learning.
Lecture contents of dance education is organized into the general term of 15 weeks, each lecture will be conducted twice a week for 50 minutes, and smart learning with the same percentage of time is composed of 20-minute video by considering the concentration level of learners. Also, professors can check the understanding of learners through a quiz provided with the video lecture in advance, and provide a mini lecture when additional explanation is needed. For an offline lecture, the positive effect of blended learning can increase by expanding the range of character education with problem based learning, cooperative learning, and peer learning through discussion learning.
Lecture contents and general curriculum of performance related subject are the same as teaching-learning contents of dance education subject, but secured time for experience learning by lowering a considerable portion of smart learning. This is a dance teaching-learning contents with integrated nature by combining lectures of practical technique with contents of related dance history and creation subject. Learners can participate in discussions based on understanding of the trend of dancing through smart learning, and can experience an increase in awareness through artistic expression and experience learning by learning characteristics of movements by period.
The development of dance teaching-learning contents using blended learning, as a blended education model for cultivating future integrated human resources with humanistic imagination, will effectively contribute to the cultivation of dance professionals integrated human resources with integrated thinking suitable for the ICT period through the combination of theory and practical skill and converged subjects. It will contribute to producing dance professionals who can perform in various fields.

참고자료

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