플립러닝을 활용한 영어 교육 전공 강의의 만족도 탐색
The investigation of students’ satisfaction with English education course using flipped learning
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This study introduces the flipped learning model of English education course and investigates students’ perceptions of the efficacy of this model. The participants were university students taking a course called Assessment in English Education during spring 2022. At the end of the semester, participants completed the survey with 17 closed- and open-ended items. Also, students who volunteered for the interview were interviewed individually by a researcher. The results showed that a majority of students perceived the components of flipped learning to be useful. Among them, previewing videotaped lectures was judged the most useful activity, followed by Q & A sessions during the lesson and, finally, group discussion sessions. They also perceived that the flipped learning model of the course contributed to self-directed learning of the subject matter. The study also revealed that students with different TOEIC scores perceived the effectiveness of learning activities differently during a lecture; high-level students tended to perceive learning activities useful in checking up the unclear parts of videotaped lectures, compared with low- or intermediate-level students. The findings can provide practical implications of the flipped learning model of English education course, which also can serve as a valuable reference for English education instructors in similar contexts.
Abstract
This study introduces the flipped learning model of English education course and investigates students’ perceptions of the efficacy of this model. The participants were university students taking a course called Assessment in English Education during spring 2022. At the end of the semester, participants completed the survey with 17 closed- and open-ended items. Also, students who volunteered for the interview were interviewed individually by a researcher. The results showed that a majority of students perceived the components of flipped learning to be useful. Among them, previewing videotaped lectures was judged the most useful activity, followed by Q & A sessions during the lesson and, finally, group discussion sessions. They also perceived that the flipped learning model of the course contributed to self-directed learning of the subject matter. The study also revealed that students with different TOEIC scores perceived the effectiveness of learning activities differently during a lecture; high-level students tended to perceive learning activities useful in checking up the unclear parts of videotaped lectures, compared with low- or intermediate-level students. The findings can provide practical implications of the flipped learning model of English education course, which also can serve as a valuable reference for English education instructors in similar contexts.
참고문헌 (23)
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