온라인 수업 플랫폼에 대한 예비초등영어교사들의 인식 비교: Gather.town과 E-Class를 중심으로
Comparison Study of Pre-service Primary English Teachers on Online Learning Platforms
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초록
The purpose of this current study is to identify any differences of the perceptions and satisfaction of the pre-service elementary English teachers with respect to a synchronous Metaverse-based English instruction and an asynchronous LMS-based one. To figure out the answers of the given research questions, a total of 54 student-English teachers enrolled at the national university of education participated in the 4-week case study, and a pre-and post survey was distributed to analyze their perspectives. After divided into 2 groups, an experimental group took a course in a synchronous Gather.town-based instruction format, whereas the other control group had an asynchronous LMS-based lecture with pre-recorded weekly instruction clips and lecture notes. The results showed that there was a positive improvement both in the perceptions and satisfaction degree in an experimental group taking a Metaverse-based learning as opposed to the control group, and there was also a significant difference in both factors. To sum up, it was clear that a Metaverse-based learning experience has a potential to help English language learners and English teachers to achieve a learning goal by escalating motivation and interest for learning. Lastly, some educational suggestions and research limitations are also addressed.
Abstract
The purpose of this current study is to identify any differences of the perceptions and satisfaction of the pre-service elementary English teachers with respect to a synchronous Metaverse-based English instruction and an asynchronous LMS-based one. To figure out the answers of the given research questions, a total of 54 student-English teachers enrolled at the national university of education participated in the 4-week case study, and a pre-and post survey was distributed to analyze their perspectives. After divided into 2 groups, an experimental group took a course in a synchronous Gather.town-based instruction format, whereas the other control group had an asynchronous LMS-based lecture with pre-recorded weekly instruction clips and lecture notes. The results showed that there was a positive improvement both in the perceptions and satisfaction degree in an experimental group taking a Metaverse-based learning as opposed to the control group, and there was also a significant difference in both factors. To sum up, it was clear that a Metaverse-based learning experience has a potential to help English language learners and English teachers to achieve a learning goal by escalating motivation and interest for learning. Lastly, some educational suggestions and research limitations are also addressed.
참고문헌 (22)
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