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대학교 영어 전공 수업에서의 전면 온라인 플립러닝이 자기 조절 학습 전략에 미치는 영향 연구

A Study of Impacts of Fully Online Flipped Learning at University English Major Course on Self-regulated Learning Strategy

표경현|이유진
대한영어영문학회 (The Association of English Language and Literature in Korea)|2024.06|영어영문학연구 (Studies in English Language & Literature)|제66권 제2호|pp. 141-171

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플립러닝flipped learningonline learning온라인 학습self-regulated learning인지 전략cognitive strategymotivational strategybehavioral strategy자기 조절 학습동기 전략행동 전략
주제분류영어와문학

초록

This study aimed to investigate impacts of fully online flipped learning at a university English course on self-regulated learning strategy. Compared to traditional flipped learning composed of online and offline blended learning model, fully online flipped learning replaced the offline classroom with the online one. For the research purpose, quantitative and qualitative data for analysis were collected from 41 students in two sections of a course in the fall of 2021 for 10 weeks. The quantitative data was collected through survey at the beginning and end of online flipped classes and paired samples t-test and Wilcoxon test were conducted. In addition, for the qualitative data, in-depth interviews of 20 students and a teaching journal were made. The findings of the study are as follows. First. the fully online flipped learning model has a significant impact on all sub-categories of the cognitive strategy. Second, meaningful changes in motivation strategies of self-regulated learning strategy were found. Thirdly, with regard to the effect of fully online flipped learning on the components of the behavioral strategy, it showed a positive impact on the time and environment management. In conclusion, fully online flipped learning was found to be effective in developing students’ self-regulated learning strategies.

Abstract

This study aimed to investigate impacts of fully online flipped learning at a university English course on self-regulated learning strategy. Compared to traditional flipped learning composed of online and offline blended learning model, fully online flipped learning replaced the offline classroom with the online one. For the research purpose, quantitative and qualitative data for analysis were collected from 41 students in two sections of a course in the fall of 2021 for 10 weeks. The quantitative data was collected through survey at the beginning and end of online flipped classes and paired samples t-test and Wilcoxon test were conducted. In addition, for the qualitative data, in-depth interviews of 20 students and a teaching journal were made. The findings of the study are as follows. First. the fully online flipped learning model has a significant impact on all sub-categories of the cognitive strategy. Second, meaningful changes in motivation strategies of self-regulated learning strategy were found. Thirdly, with regard to the effect of fully online flipped learning on the components of the behavioral strategy, it showed a positive impact on the time and environment management. In conclusion, fully online flipped learning was found to be effective in developing students’ self-regulated learning strategies.

참고문헌 (64)

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