블렌디드 러닝에 대한 현직 중등영어교사의 관심도 및 실행도 분석
An Analysis on the Stages of Secondary School English Teachers' Concern and Level of Use for Blended Learning
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The aim of this study is to explore the stages of concern among secondary school English teachers regarding the implementation of blended learning, as well as their current level of use of this approach. A survey was conducted nationwide involving 156 secondary school English teachers. The findings are summarized as follows. Firstly, the teachers appeared to be somewhat indifferent to the change represented by blended learning, with not a complete recognition, and they also expressed some concerns and worries about its use. Secondly, the level of use was perceived to be at a moderate level. However, a significant majority (79.5%) of English teachers recognized the necessity of integrating blended learning into classroom practices, even outside of emergency situations such as the COVID-19 pandemic. Moreover, a substantial portion (76.3%) viewed the feasibility of blended learning positively. Thirdly, no significant variances were observed based on teaching experience, school level, or working area, except for a significant difference observed concerning training experience. It is hoped that the findings are expected to be used as fundamental data for the effective adoption of blended learning among secondary school English teachers.
Abstract
The aim of this study is to explore the stages of concern among secondary school English teachers regarding the implementation of blended learning, as well as their current level of use of this approach. A survey was conducted nationwide involving 156 secondary school English teachers. The findings are summarized as follows. Firstly, the teachers appeared to be somewhat indifferent to the change represented by blended learning, with not a complete recognition, and they also expressed some concerns and worries about its use. Secondly, the level of use was perceived to be at a moderate level. However, a significant majority (79.5%) of English teachers recognized the necessity of integrating blended learning into classroom practices, even outside of emergency situations such as the COVID-19 pandemic. Moreover, a substantial portion (76.3%) viewed the feasibility of blended learning positively. Thirdly, no significant variances were observed based on teaching experience, school level, or working area, except for a significant difference observed concerning training experience. It is hoped that the findings are expected to be used as fundamental data for the effective adoption of blended learning among secondary school English teachers.
참고문헌 (15)
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