E-learning 초등영어 콘텐츠 분석·평가 연구
Analysis and evaluation of e-learning contents for elementary English.
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초록
This study analyzes three e-learning contents for elementary English, developed by EBSe and KERIS, which are widely used both at school and at home. A total of 51 students (26undergraduate students and 25 graduate students) majoring in English education participated in the study. The study employs a mixed method for a more robust analysis. Based on the previous research on materials evaluation and e-learning contents evaluation, this study develops a checklist for quantitative analysis that contains the following four categories: instructional design, contents and activities, evaluation, and management and technical support. Each category includes several evaluation items. The qualitative analysis utilizes the participants’detailed descriptions of advantages and disadvantages of each. The descriptions are analyzed,categorized, and tabulated depending on its topic, significance, and frequency. The result shows that Level-differentiated Contents developed by KERIS earned the best scores in all the areas. The study, by explaining the reasons underlying the scores in each area, investigates the characteristics of each contents. Additionally, the study, by providing the checklist for e-learning contents evaluation, offers a guideline for future e-learning contents evaluation. In doing so, the study provides a valuable insight into e-learning materials evaluation both to elementary school English teachers and developers of e-learning contents.
Abstract
This study analyzes three e-learning contents for elementary English, developed by EBSe and KERIS, which are widely used both at school and at home. A total of 51 students (26undergraduate students and 25 graduate students) majoring in English education participated in the study. The study employs a mixed method for a more robust analysis. Based on the previous research on materials evaluation and e-learning contents evaluation, this study develops a checklist for quantitative analysis that contains the following four categories: instructional design, contents and activities, evaluation, and management and technical support. Each category includes several evaluation items. The qualitative analysis utilizes the participants’detailed descriptions of advantages and disadvantages of each. The descriptions are analyzed,categorized, and tabulated depending on its topic, significance, and frequency. The result shows that Level-differentiated Contents developed by KERIS earned the best scores in all the areas. The study, by explaining the reasons underlying the scores in each area, investigates the characteristics of each contents. Additionally, the study, by providing the checklist for e-learning contents evaluation, offers a guideline for future e-learning contents evaluation. In doing so, the study provides a valuable insight into e-learning materials evaluation both to elementary school English teachers and developers of e-learning contents.
참고문헌 (45)
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