Korean Secondary Students' Perceptions toward the Cyber Home Learning System-based ELT Contents
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초록
This paper aims to examine the online learning service called the Cyber Home Learning System (CHLS), which was introduced in 2004 and has been in operation nationwide since 2005. It appears questionable as yet whether the CHLS has obtained a promising outcome. This study, therefore, aims to investigate how many secondary students are currently utilizing the English contents in the CHLS and how they perceive this service. The results of this study indicated that English contents of the CHLS were utilized by only a small number of students, and the contents were rarely perceived as useful. In particular, students perceived that there was little interaction with teachers in cyber space as well as in a classroom setting. Furthermore, five items were identified as the major reasons that hinder students from using the CHLS: lack of promotion; difficulty of self-directed learning; lack of time; low quality; and inconvenience. The results of this study suggest that teachers are influential in affecting students’ perception toward the CHLS, and that it is of paramount importance to renew the CHLS based on the results of a needs analysis.
Abstract
This paper aims to examine the online learning service called the Cyber Home Learning System (CHLS), which was introduced in 2004 and has been in operation nationwide since 2005. It appears questionable as yet whether the CHLS has obtained a promising outcome. This study, therefore, aims to investigate how many secondary students are currently utilizing the English contents in the CHLS and how they perceive this service. The results of this study indicated that English contents of the CHLS were utilized by only a small number of students, and the contents were rarely perceived as useful. In particular, students perceived that there was little interaction with teachers in cyber space as well as in a classroom setting. Furthermore, five items were identified as the major reasons that hinder students from using the CHLS: lack of promotion; difficulty of self-directed learning; lack of time; low quality; and inconvenience. The results of this study suggest that teachers are influential in affecting students’ perception toward the CHLS, and that it is of paramount importance to renew the CHLS based on the results of a needs analysis.
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