Cyber University’s Blended Learning Model: Based on Learners’ Hindrance Factors
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
While e-earning systems seem to resolve the issues of time, space, and costs of education, these seeming advantages may overlook the perceptions of the students who take the courses. With particular consideration to the characteristics of the students who typically enroll in online courses, the current study investigates a possible blended learning model for cyber universities which includes onsite and video conferencing classes. A large amount of survey and interview data were collected to ascertain the hindrance factors present in the blended learning model and to suggest a blended learning model appropriate to a cyber university environment. The study identified hindrance factors in terms of the following four aspects of learning: learning environment, video conferencing classes and onsite classes, learners’ personality, and learners’ motivation. The characteristics of the cyber university’s demographic information can explain some of the hindrance factors. As the ultimate goal of traditional blended learning is to incorporate online and onsite learning to maximize the students’ onsite learning, the same is true for the online learning in the cyber university’s blended learning program. However, if course designers want to implement the model, as the current study suggests, it is necessary to consider the cyber university student-specific hindrance factors to guarantee the efficacy of the blended learning model.
Abstract
While e-earning systems seem to resolve the issues of time, space, and costs of education, these seeming advantages may overlook the perceptions of the students who take the courses. With particular consideration to the characteristics of the students who typically enroll in online courses, the current study investigates a possible blended learning model for cyber universities which includes onsite and video conferencing classes. A large amount of survey and interview data were collected to ascertain the hindrance factors present in the blended learning model and to suggest a blended learning model appropriate to a cyber university environment. The study identified hindrance factors in terms of the following four aspects of learning: learning environment, video conferencing classes and onsite classes, learners’ personality, and learners’ motivation. The characteristics of the cyber university’s demographic information can explain some of the hindrance factors. As the ultimate goal of traditional blended learning is to incorporate online and onsite learning to maximize the students’ onsite learning, the same is true for the online learning in the cyber university’s blended learning program. However, if course designers want to implement the model, as the current study suggests, it is necessary to consider the cyber university student-specific hindrance factors to guarantee the efficacy of the blended learning model.
참고문헌 (18)
- Antonucci R. V., "Creating an online university", The Journal of Academic Librarianship, 27(1), pp.20~23 (2001)
- Baek,S.H, "Dijainkyoyookeso Honhaphyong (Blended learning) Jeokyong Ganeungsong: Hakseupja Manjokdoleul Joongsimeuro", Journal of Korean Society of Design Science, 16(4), pp.443~452 (2003)
- Hannafin,M.J., "Hannafin, M. J., (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction", Journal of Instructional Development, 7(3), pp.6~10 (1984)
- Im, B. N., "Godeungkyoyookeso I-reoning Hyonhwanggwa Hwalsonghwa bangan", Multimedia Hakhoeji, 3, pp.16~30 (2004)
- 정숙경, "일대일 화상 대화를 이용한 온라인 영어회화 프로그램에 대한 연구", 영어교육, 62(4), pp.513~538 (2007), 한국영어교육학회
- 강정찬, "블렌디드 학습 환경에서 자기 주도적 학습능력 신장을 위한 학습기술 훈련 프로그램 개발", 초등교육연구, 23(3), pp.239~265 (2010), 한국초등교육학회
- Kim,H.J, "Saibeodaehak yecheneunggyeyol beulendid leoning hwalsunghwareul wihan manjokdo josa yongu", Art Education Review, 32, pp.37~72 (2008)
- Kim, H., "Traditional face to face and web based tutorials: A study of university students’ perception blended mode learning", The Journal of Foreigh Studies, 14(1), pp.157~173 (2010)
- Present problems and future challenges of the Korea National Open University, "Kim,J.W", Hagen, Germany, Institute for Research into Distance Education, Fern University, ~, pp.ED 431 910 (1999)
- "Blending on and off campus: A tale of two cities" (2006)[URL]
- Lim, D. H., "Learner and instructional factors influencing learning outcomes within a blended learning environment", Educational Technology & Society, 12(4), pp.282~293 (2009)
- Lim, H. D., "Online vs. blended learning: Differences in instructional outcomes and learner satisfaction", Journal of Asynchronous Learning Networks, 11(2), pp.27~42 (2007)
- Ogunleye,A.O, "Evaluating an online learning programme from students’ perspectives", Journal of College Teaching & Learning, 7(1), pp.79~89 (2010)
- Osguthorpe, R. T., "Blended learning environments: Definitions and directions", Quarterly Review of Distance Education, 4(3), pp.227~233 (2003)
- Park, I, "Youngeohoehwa Sooeopeseo Eusasotongbangsikgwa hakseupjaganeui sanghojakyong hyogwa", Gyoyookgonghakyeongu, 16(1), pp.177~136 (2000)
- Park, S. I., "Beulendid leoningeseo Hyogwajeokin on", opeulain hakseupe younghyangeul michineun yoin: Daehak gangjwaleul jungsimeulo, 2007, pp.5(1), 17~45
- Woo, J, "Daehakeso Myondaemyon Suop Daeaneurosoeui Beulendid leoninge Daehan Yonku", Hankuk Jeongbo Gisool Hakhoe Nonmoonji, 7(2), pp.219~225 (2009)
- "S. Korean colleges aim to prosper in worldwide online education" (2010)[URL]