한국어 교육 스마트러닝 학습자 인식 연구
A Study on Korean Language Learners’ Awareness of Smart Learning
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This study examined the changes that have occurred in the teaching-learning paradigm due to the development of information and communications technology as well as the development of knowledge-based societies in understanding smart learning as a new form of teaching and learning. Given the inevitable gap in the educational outcomes between digital natives and digital immigrants, this study surveyed learners about their awareness of smart learning to produce results that can be used to improve smart learning methods for Korean language education. Participants included foreign students learning language abroad, foreign students studying abroad who were enrolled in university degree courses, and salaried workers. There were several major results. First, Korean language learners felt that they their worst language ability was speaking followed by writing. Second, learners used smart devices to learn outside of formal learning environments, mainly to look up vocabulary and engage in conversation practice. Third, there is an urgent need to develop an application to support vocabulary, conversation, and grammar education in order to respond to the educational needs of the digital native generation. However, the difference between the learner groups’ awareness levels must be taken into consideration in terms of the time it takes to learn how to use an application, how to solicit user feedback, and the application price. The present study demonstrated the existence of differences in the awareness of smart learning between various groups of Korean language learners. Its results can be used as preliminary data for future research on smart Korean language learning. However, this study’s results may not be generalizable because the sample size was not large enough. Based on this study’s findings, future research can be conducted on smart learning curriculum development, content development, and teaching design in support of Korean language education.
Abstract
This study examined the changes that have occurred in the teaching-learning paradigm due to the development of information and communications technology as well as the development of knowledge-based societies in understanding smart learning as a new form of teaching and learning. Given the inevitable gap in the educational outcomes between digital natives and digital immigrants, this study surveyed learners about their awareness of smart learning to produce results that can be used to improve smart learning methods for Korean language education. Participants included foreign students learning language abroad, foreign students studying abroad who were enrolled in university degree courses, and salaried workers. There were several major results. First, Korean language learners felt that they their worst language ability was speaking followed by writing. Second, learners used smart devices to learn outside of formal learning environments, mainly to look up vocabulary and engage in conversation practice. Third, there is an urgent need to develop an application to support vocabulary, conversation, and grammar education in order to respond to the educational needs of the digital native generation. However, the difference between the learner groups’ awareness levels must be taken into consideration in terms of the time it takes to learn how to use an application, how to solicit user feedback, and the application price. The present study demonstrated the existence of differences in the awareness of smart learning between various groups of Korean language learners. Its results can be used as preliminary data for future research on smart Korean language learning. However, this study’s results may not be generalizable because the sample size was not large enough. Based on this study’s findings, future research can be conducted on smart learning curriculum development, content development, and teaching design in support of Korean language education.
참고문헌 (28)
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