비대면 온라인 영어수업 운영에 대한 영어과 학생 교사들의 인식 조사
Pre-service English Teachers' Perceptions on Online Class Implementation during the COVID-19 Pandemic.
1
조회
0
다운로드
29
인용
0
참고문헌
키워드
초록
This study aims to identify which variables influence pre-service English teachers’ perceptions on online class teaching and implementation during the COVID-19 pandemic. One hundred and ten (110) student teachers at two different universities were asked to complete the questionnaire with 26 closed questions and 8 open-ended questions. Factor analysis, correlational study, and one-way ANOVA were conducted. The results indicated that four variables emerged from the analysis, which included learner, instructor, system environment, and learning effect variables. Statistically significant correlations were found among these variables. The variables such as active participation, autonomous learning(learner variable), prompt feedback(instructor variables), accessibility/convenience/stability(system environment) were strongly influencing students’ perceptions on successful online class implementation. Suggestions for improving the quality of the online class included synchronous online class management, various applications and platforms to enhance interactions and feedback between instructors and students, adequate amount of course assignments, systematic evaluation criteria for the course, as well as diverse visual aids and resources.
Abstract
This study aims to identify which variables influence pre-service English teachers’ perceptions on online class teaching and implementation during the COVID-19 pandemic. One hundred and ten (110) student teachers at two different universities were asked to complete the questionnaire with 26 closed questions and 8 open-ended questions. Factor analysis, correlational study, and one-way ANOVA were conducted. The results indicated that four variables emerged from the analysis, which included learner, instructor, system environment, and learning effect variables. Statistically significant correlations were found among these variables. The variables such as active participation, autonomous learning(learner variable), prompt feedback(instructor variables), accessibility/convenience/stability(system environment) were strongly influencing students’ perceptions on successful online class implementation. Suggestions for improving the quality of the online class included synchronous online class management, various applications and platforms to enhance interactions and feedback between instructors and students, adequate amount of course assignments, systematic evaluation criteria for the course, as well as diverse visual aids and resources.
참고문헌 (33)
- 김동심, "고등교육 교수자의 온라인교육 인식: A대학을 중심으로", 학습자중심교과교육연구, 19(13), pp.845~867 (2019), 학습자중심교과교육학회[DOI]
- 이쌍철, "학생의 온라인수업 만족에 영향을 주는 요인 분석", 교육행정학연구, 36(2), pp.115~138 (2018), 한국교육행정학회[DOI]
- 이은준, "온라인 수업의 편리성 인식 유형에 따른 만족도 및 학습경험 인식의 차이", 교육정보미디어연구, 16(3), pp.341~362 (2010), 한국교육정보미디어학회
- 이은준, "온라인 학습자들의 불안과 장애요인 인식 유형에 따른 수업만족도 차이", 인간이해, 34(2), pp.61~79 (2013), 학생생활상담연구소
- 이종만, "무엇이 이러닝을 성공으로 이끄는가: 학습자 만족에 영향을 미치는 주요요인을 중심으로", 대한경영학회지, 24(4), pp.2245~2257 (2011), 대한경영학회
- 이혜정, "이러닝 콘텐츠 제시 유형이 학습결과에 미치는 영향", 평생학습사회, 4(1), pp.75~92 (2008), 미래원격교육연구원
- 장재경, "소셜 네트워크 기반 학습자 생성 콘텐츠를 이용한 이러닝 시스템", 한국콘텐츠학회 논문지, 9(6), pp.17~24 (2009), 한국콘텐츠학회
- 장필식, "컴퓨터 이러닝에서 학습만족도와 자기주도성, 플로우(Flow)경험 간의 관계", 한국컴퓨터정보학회논문지, 17(2), pp.69~77 (2012), 한국컴퓨터정보학회
- 최정선, "실시간 온라인 수업에 대한 교수자의 인식 및 만족도 연구 : D대학교 한국어 교육기관의 사례를 중심으로", 동악어문학, (81), pp.135~168 (2020), 동악어문학회
- Abbad, M. M., "Evaluating E-learning Systems: An Empirical Investigation on Students' Perception in Higher Education Area", International Journal of Emerging Technologies in Learning, 9(4), pp.27~34 (2014)
- Ahn, J., "Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools" (2017)
- Atmojo, A. E. P., "EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic. Indonesia", Register Journal, 13(1), pp.49~76 (2020)
- Basilaia, G., "Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia", Pedagogical Research, 5(4), pp.em0060~ (2020)[DOI]
- Berge, Z., "Instructional and Cognitive Impacts of Web-based Education", pp.34~40 (2000), Idea Group
- Cannings, T., "Online Communities as a Vehicle for Developing Secondary Mathematics Wducators", Paper presented at the 19th National Educating Computing Conference (1998)
- Curran, C, "Economics of Distance and Online Learning: Theory, Practice, and Research", pp.26~51 (2008), Routledge
- Dobba, R. R., "Students’ Perceptions of Online Courses: The Effect of Online Course Experience", Quarterly Review of Distance Education, 10(1), pp.9~26 (2009)
- Farahani, G. O, "Existence and Importance of Online Interaction", Doctor, pp.2003
- Fedynich, L. V., "Teaching beyond the Classroom Walls: The Pros and Cons of Cyber Learning", Journal of Instructional Pedagogies, 13(1) (2014)
- Fedynich, L., "Graduate Students' Perceptions of Online Learning", Research in Higher Education Journal, 27, pp.1~13 (2015)
- Gonzalez, D., "The TESOL Encyclopedia of English Language Teaching" (2018)
- Harry, M., "Perceptions of Distance Learning: A Comparison of Online and Traditional Learning", Journal of Online Learning and Teaching, 2(1), pp.1~11 (2006)
- Hrastinski, S, "What Is Online Learner Participation? A Literature Review", Computers & Education, 51(4), pp.1755~1765 (2008)
- Kim, J, "Learning and Teaching Online during Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum", International Journal of Early Childhood, 52, pp.145~158 (2020)
- Michotte, A, "The Perception of Causality" (2019), Routledge
- Moorhouse, B. J, "Adaptations to a Face-to-face Initial Teacher Education Course ‘Forced’ Online due to the COVID-19 Pandemic", Journal of Education for Teaching, pp.1~3 (2020)[DOI]
- Rohfeld, R. W., "Computer Mediated Communication and the Online Classroom", pp.91~104 (1995), Hampton Press
- Seok, S., "Comparison of Instructors' and Students' Perceptions of the Effectiveness of Online Courses", Quarterly Review of Distance Education, 11(1), pp.25~36 (2010)
- Sheridan, K., "The Indicators of Instructor Presence that are Important to Students in Online Courses", Journal of Online Learning and Teaching, 6(4), pp.767~ (2010)
- Susan Y. H. Sun, "Learner perspectives on fully online language learning", Distance Education, 35(1), pp.18~42 (2014), Informa UK Limited[DOI]
- Tian, H, "Computer-assisted English Writing Instruction: Tasks and Advantages", Media in Foreign Language Instruction, 3, pp.11~14 (2001)
- Yilmaz, F. G. K., "The Impact of Feedback Form on Transactional Distance and Critical Thinking Skills in Online Discussions", Innovations in Education and Teaching International, 57(1), pp.119~130 (2020)
- Watts, L, "Synchronous and Asynchronous Communication in Distance Learning: A Review of the Literature", Quarterly Review of Distance Education, 17(1), pp.23~32 (2016)