Analyzing Korean College Students’ Perceptions toward English Hybrid Online Classes: With an Emphasis on Social Interaction in Class
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The aim of this study is to investigate how Korean college students perceived hybrid classes, in terms of their social interaction. Also, it aims to examine the relationship among ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’ throughout the semester. To achieve the aims, the research questions were established as follows; 1) how did Korean college students perceive the hybrid online classes in terms of their ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’?, 2) Is there a correlation among those three constructs as they took the online classes conducted in a hybrid format? Thirty-nine college students who took hybrid classes responded to the pre- and post-surveys, which were modified from the Rovai’s (2002) Classroom Community Scale (CCS). The t-test and the Pearson correlation efficient were employed. The results of data analysis showed that the hybrid classes had a positive effect on students’ perceptions of ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’, and that the students’ social interaction in the hybrid classes had a statistically significant correlation with ‘sense of belonging to the class’ and ‘class satisfaction’. Based on the research findings, more suggestions and implications for the non-face-to-face classes are presented.
Abstract
The aim of this study is to investigate how Korean college students perceived hybrid classes, in terms of their social interaction. Also, it aims to examine the relationship among ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’ throughout the semester. To achieve the aims, the research questions were established as follows; 1) how did Korean college students perceive the hybrid online classes in terms of their ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’?, 2) Is there a correlation among those three constructs as they took the online classes conducted in a hybrid format? Thirty-nine college students who took hybrid classes responded to the pre- and post-surveys, which were modified from the Rovai’s (2002) Classroom Community Scale (CCS). The t-test and the Pearson correlation efficient were employed. The results of data analysis showed that the hybrid classes had a positive effect on students’ perceptions of ‘social interaction’, ‘sense of belonging to the class’, and ‘class satisfaction’, and that the students’ social interaction in the hybrid classes had a statistically significant correlation with ‘sense of belonging to the class’ and ‘class satisfaction’. Based on the research findings, more suggestions and implications for the non-face-to-face classes are presented.
참고문헌 (27)
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