대학생의 학습스타일에 따른 영어 플립러닝 효과
The Effects of College Students’ Learning Styles on Flipped Learning in English Classes
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The purpose of this study was to examine aspects of college students’ preferences for English learning styles. In addition, it aimed to explore how English learning styles, academic achievement, and satisfaction correlated with flipped learning in college English courses. This study of 97 college students used the Learning Style Survey (Cohen, Oxford & Chi, 2001) to measure students' learning styles, a questionnaire to measure satisfaction levels with flipped learning, and mid-term and final exams to measure academic achievement. It was found that: (1) According to English ability, high level students preferred particular and field independent styles, and low level students preferred global and field dependent styles. (2) There was no significant difference between learning styles and academic achievement with flipped learning. However, there was a correlation between field dependent style and academic achievement. (3) There was no significant difference between learning styles and satisfaction with flipped learning. However, there was a correlation between visual and reflective styles, and satisfaction level. More pedagogical and research implications are suggested.
Abstract
The purpose of this study was to examine aspects of college students’ preferences for English learning styles. In addition, it aimed to explore how English learning styles, academic achievement, and satisfaction correlated with flipped learning in college English courses. This study of 97 college students used the Learning Style Survey (Cohen, Oxford & Chi, 2001) to measure students' learning styles, a questionnaire to measure satisfaction levels with flipped learning, and mid-term and final exams to measure academic achievement. It was found that: (1) According to English ability, high level students preferred particular and field independent styles, and low level students preferred global and field dependent styles. (2) There was no significant difference between learning styles and academic achievement with flipped learning. However, there was a correlation between field dependent style and academic achievement. (3) There was no significant difference between learning styles and satisfaction with flipped learning. However, there was a correlation between visual and reflective styles, and satisfaction level. More pedagogical and research implications are suggested.
참고문헌 (37)
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