A Study on the Self-Regulating Learning Ability of General English and Spanish Learners in the Flipped Learning Strategy
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.
Abstract
The purpose of this study was to examine how flipped learning strategy affects learners' self-regulating ability in both general English and Spanish, based on the study hypothesis that self-regulating learning ability of general English learners will make a meaningful difference in comparison to that of traditional learning. The study was also focused on how flipped learning was related to learners' self-regulating ability. From September 10, 2018 to December 10, 2018, a total of 81 students in general English and Spanish were surveyed in which three sub areas of self-regulating learning (cognitive, motivational, and behavioral control) were considered, and which were divided into six sub-domains, a total of 65 items were composed. Although not very significant results were shown in the case of motivational control, both English and Spanish classes have statistically significant differences in cognitive and behavioral self-regulating learning abilities.
참고문헌 (16)
- B. J. Zimmerman, "Becoming a self-regulated learner: Which are the key subprocess", Contemporary, Educational Psychology, 11, pp.307~313 (1986)[DOI]
- D. W. Brooks, "Web-teaching" (1997), Plenum Press
- D. H. Schunk, "Inherent details of self-regulated learning including student perceptions", Educational Psychologist, 26, pp.207~223 (1995)
- J. M. Magogwe, "The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana", System, 35, pp.338~352 (2007)
- 梁明姬, "LISREL을 이용한 자기조절학습의 개념화 연구", 교육심리연구, 16(2), pp.259~290 (2002), 한국교육심리학회
- J. Kuhl, "Action control: From cognition to behavior", pp.101~128 (1985), Springer- Verlag
- H. J. Kim, "The Structural Relationship among Teacher-student Relationships, Learning Motivation and Learning Flow", Ph.D., pp.2011
- J. Bergmann, "Flip Your Classroom:Research Every Student in Every Class Every Day" (2012), International Society for Technology in Education
- "The flipped learning model: A white paper based on the literature review titled a review of flipped learning" (2018)[URL]
- 신명희, "학습자의 학습 스타일에 따른 온-오프라인 융합 학습활동을 통한 학습 효과 분석", 한국융합학회논문지, 9(2), pp.85~90 (2018), 한국융합학회[DOI]
- J. Strayer, "How learning in an inverted classroom influences cooperation, innovation and task orientation", Learning Environments, 15(2) (2012)
- 이민경, "거꾸로 교실(Flipped classroom)의 교실사회학적 의미 분석: 참여 교사들의 경험을 중심으로", 교육사회학연구, 24(2), pp.181~207 (2014), 한국교육사회학회[DOI]
- 최정빈, "성공적인 Flipped Learning을 위한 수업컨설팅 요소 및 절차연구", 공학교육연구, 19(2), pp.76~82 (2016), 한국공학교육학회[DOI]
- 김보경, "교직수업을 위한 역진행 수업모형 개발", 교육종합연구, 12(2), pp.25~56 (2014), 교육종합연구원
- S. H. Yang, "Materiales de multimedia para la enseñanza de la destreza de expresión oral del español", The Journal of Latin America, 14, pp.134~151 (2003), Seoul National University
- 최정빈, "NLP 코칭기법을 활용한 스마트러닝기반의 자기성찰지능 향상 프로그램 개발 및 효과", 박사, 교육과정·교육평가·교육공학전공, pp.2013