본문 바로가기
KERD
논문KCI 등재

Examining Satisfaction Levels with Teaching Methods in University General English Courses during the COVID-19 and Post-COVID-19 Era

이은혜|안혜성|박매란
한국영어교과교육학회 (The Korea English Education Society)|2023.11|영어교과교육 (Journal of the Korea English Education Society)|제22권 제4호|pp. 1-26|DOI 10.18649/jkees.2023.22.4.1

1

조회

0

다운로드

0

인용

0

참고문헌

키워드

university general Englishface-to-face instructiononline instructionblended instruction대학 교양영어대면 강의비대면 강의혼합 강의

초록

The aim of this study is to examine students' levels of satisfaction in university general English courses, considering three distinct formats: face-to-face, online, and blended learning, spanning both the COVID-19 era and the post-COVID-19 era. We conducted a survey involving 100 students from a private university in Busan, South Korea. Quantitative analysis involved the assessment of multiple-choice questions, while qualitative analysis was conducted to investigate responses to open-ended questions. Our quantitative findings indicated a strong preference among respondents for face-to-face classes, followed by blended classes, and then online classes. Nonetheless, qualitative research unveiled aspects not evident in the quantitative data. Learners expressed considerable satisfaction and preference for both online and blended classes, akin to their satisfaction with face-to-face classes. These findings suggest the potential benefits of a blended approach that leverages the strengths of both face-to-face and online instruction, tailored to specific subjects. Such an approach warrants further investigation to enhance learner satisfaction and motivation. This study aims to improve university-level English courses and adapt to the post-pandemic environment with fresh perspectives and innovative strategies, going beyond data analysis. Therefore, this study transcends mere data collection and analysis, offering valuable insights for the advancement of university English programs.

Abstract

The aim of this study is to examine students' levels of satisfaction in university general English courses, considering three distinct formats: face-to-face, online, and blended learning, spanning both the COVID-19 era and the post-COVID-19 era. We conducted a survey involving 100 students from a private university in Busan, South Korea. Quantitative analysis involved the assessment of multiple-choice questions, while qualitative analysis was conducted to investigate responses to open-ended questions. Our quantitative findings indicated a strong preference among respondents for face-to-face classes, followed by blended classes, and then online classes. Nonetheless, qualitative research unveiled aspects not evident in the quantitative data. Learners expressed considerable satisfaction and preference for both online and blended classes, akin to their satisfaction with face-to-face classes. These findings suggest the potential benefits of a blended approach that leverages the strengths of both face-to-face and online instruction, tailored to specific subjects. Such an approach warrants further investigation to enhance learner satisfaction and motivation. This study aims to improve university-level English courses and adapt to the post-pandemic environment with fresh perspectives and innovative strategies, going beyond data analysis. Therefore, this study transcends mere data collection and analysis, offering valuable insights for the advancement of university English programs.

참고문헌 (39)

  1. 배윤주, "국내 블렌디드 러닝의 효과에 대한 메타분석", 학습자중심교과교육연구, 21(6), pp.307~325 (2021), 학습자중심교과교육학회
  2. Bliuc, A. M., "Research focus and methodological choices in studies into students’ experiences of blended learning in higher education", The Internet and Higher Education, 10(4), pp.231~244 (2007)[DOI]
  3. 최원경, "면대면 대 비대면 강의 만족도 비교: 코로나19 사태에서의 대학원 교양영어 수업 사례 연구", 영어교과교육, 19(4), pp.223~245 (2020), 한국영어교과교육학회[DOI]
  4. 정희정, "코로나위기에서의 온라인수업에 대한 대학생의 인식유형 연구", 학습자중심교과교육연구, 20(18), pp.1359~1381 (2020), 학습자중심교과교육학회[DOI]
  5. Curran, C, "Economics of distance and online learning: Theory, practice, and research", pp.26~51 (2008), Routledge
  6. Dixon, T., "A meta-analysis of hybrid language instruction and call for future research", Modern Language Journal, 105(4), pp.792~809 (2021)[DOI]
  7. Han, J., "Utilizing online learning data to design face-to-face activities in a flipped classroom : A case study of heterogeneous group formation", Educational Technology Research and Development, 68, pp.2055~2071 (2020)[DOI]
  8. 허선민, "Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19", 영어교육, 77(1), pp.67~92 (2022), 한국영어교육학회[DOI]
  9. Im, J., "A study on the present situation and operation of e-learning education: Focused on K-MOOC", Master's, pp.2018
  10. 정향기, "코로나19 상황의 대학교육에 있어서 전면적 온라인 수업 실행 및 평가에 대한 학습자 만족도", 멀티미디어 언어교육, 23(3), pp.392~412 (2020), 한국멀티미디어언어교육학회[DOI]
  11. 강현숙, "블렌디드 형태의 대학 교양 영어 수업에 대한 학생들의 인식", 교양학 연구, (23), pp.63~109 (2023), 다빈치미래교양연구소
  12. 김희삼, "우리는 왜 학교에 가는가? - 온라인학기가 대학 신입생에 미친 효과", 교육방법연구, 32(4), pp.651~678 (2020), 한국교육방법학회
  13. 김혜숙, "Students’ Perspectives on Pre-recorded Video Lectures Versus Video-Conferencing Lectures in the Untact Era", 교과교육학연구, 25(2), pp.164~178 (2021), 교과교육연구소[DOI]
  14. 김미숙, "We want more interaction: Learners’ viewpoints on the implementation of online university English classes", 영어교과교육, 19(4), pp.67~87 (2020), 한국영어교과교육학회[DOI]
  15. 김상남, "간호대학생이 지각한 비대면(on-line) 수업의 내용분석", 학습자중심교과교육연구, 20(17), pp.477~491 (2020), 학습자중심교과교육학회[DOI]
  16. 김양희, "비대면 온라인 영어수업 운영에 대한 영어과 학생 교사들의 인식 조사", 언어과학, 27(4), pp.1~24 (2020), 한국언어과학회[DOI]
  17. Lasfeto, D., "The relationship between self-directed learning and students’ social interaction in online learning environment", Journal of E-Learning and Knowledge Society, 16(2), pp.34~41 (2020)[DOI]
  18. Lee, B. C., "Learners’ acceptance of e-learning in South Korea : Theories and results", Computers & Education, 53, pp.1320~1329 (2009)[DOI]
  19. 이보경, "코로나 비대면 시대 교양영어 수업 방식에 관한 학습자 인식 연구", 교양교육연구, 15(6), pp.238~250 (2021), 한국교양교육학회
  20. Lee, J. K., "Digital history in the history", social studies classroom, 2002, pp.35(4), 503~517
  21. Lee, J. K., "The relationship of e-learners’ self-regulatory efficacy and perception of e-learning environmental quality", Computers in Human Behavior, 24, pp.32~47 (2008)[DOI]
  22. 이민상, "Exploring the Development of College English Education in Korea Through Activity Theory", 현대영어교육, 19(4), pp.72~80 (2018), 현대영어교육학회[DOI]
  23. 이유화, "A Case Study on Effects and EFL College Students’ Perceptions of Mirroring Blending Classes During the COVID-19 Pandemic", 학습자중심교과교육연구, 21(15), pp.55~68 (2021), 학습자중심교과교육학회
  24. 이유화, "EFL college students’ perceptions toward the overall implementation of online class during the COVID-19 pandemic: Focusing on self-directed learning and motivation", 언어과학연구, (101), pp.41~66 (2022), 언어과학회
  25. 이용상, "코로나19로 인한 언택트 시대의 온라인 교육 실태 연구", 교육과정평가연구, 23(4), pp.39~57 (2020), 한국교육과정평가원
  26. Lester, P. M., "Analog vs. digital instruction and learning : Teaching within first and second life environments", Journal of Computer-mediated Communication, 14, pp.457~483 (2009)[DOI]
  27. Levy, Y., "Comparing dropouts and persistence in e-learning courses", Computers & Education, 48(2), pp.185~204 (2007)[DOI]
  28. Lucky, A., "Collection-based education by distance and face to face : Learning outcomes and academic dishonesty", Journal of Science Education and Technology, 28, pp.414~428 (2019)[DOI]
  29. McGorry, K., "Measuring quality in online programs", The Internet and Higher Education, 6(2), pp.159~177 (2003)[DOI]
  30. "Article 14-2 of the enforcement decree of the higher education act, standards for remote class operation of related universities" (2018)[URL]
  31. "Opening of school online for the first time in the new semester of elementary, middle and high school (COVID-19)" (2020)[URL]
  32. 목영해, "자기주도학습 개념과 신자유주의", 교육사상연구, 34(2), pp.25~41 (2020), 한국교육사상학회[DOI]
  33. 박은경, "코로나19 확산에 따른 온라인 교양영어 수업에서 학생들이 느끼는 불안감에 대한 인식조사", 멀티미디어 언어교육, 23(3), pp.320~338 (2020), 한국멀티미디어언어교육학회[DOI]
  34. 박선미, "유아상담 및 미술치료수업의 대면과 비대면 및 대면 + 비대면 혼합수업의만족도 조사를 통한 수업 설계방향 연구", 아동부모학회지, 8(2), pp.57~88 (2022), 한국아동부모학회[DOI]
  35. Rovai, A. P., "A practical framework for evaluating online distance education programs", The Internet and Higher Education, 6(2), pp.109~124 (2003)[DOI]
  36. 서명희, "의사결정나무 모형을 이용한 혼합수업에서 비대면 강의방법별 학업성취도 취약군 규명", 한국산학기술학회논문지, 23(4), pp.326~334 (2022), 한국산학기술학회[DOI]
  37. 신예리, "장르 기반 접근법을 통한 초등학습자들의 영어 쓰기 능력및 장르 지식의 발달", Foreign Languages Education, 18(1), pp.45~73 (2011), 한국외국어교육학회
  38. Singh, R., "The effectiveness of teaching and learning process in online education as perceived by university faculty and instructional technology professionals", Journal of Teaching and Learning with Technology, 6(1), pp.65~75 (2017)[DOI]
  39. Tratnik, A., "Student satisfaction with an online and a face-to-face business English course in a higher education context", Innovations in Education and Teaching International, 56(1), pp.36~45 (2019)[DOI]

이 간행물의 다른 논문 (12건)

The Roles of Individual Differences and Linguistic Features in EFL Argumentative Writing김민경pp. 27-47Building a Wordlist from 2006-2021 Mock and Official College Scholastic Ability Tests (CSAT) Uncovered in the 2022 Revised National Curriculum of English전문기, 이혜진, 류지수pp. 49-72Evaluating the Performance of ChatGPT on the Secondary School English Teacher Hiring Examination최소담, 이제영, 황영, 이주원, 최선희pp. 73-95The Cognitive Effects of MALL Combined with Feedback in EFL/ESL: A Meta-analysis윤경호, 이동주pp. 97-123초등영어 학습부진아의 학습 고충에 대한 이해: 근거이론적 접근곽화원, 이상기pp. 125-148
원문 보기