블렌디드 러닝 환경에서 학습자 유형화에 따른 영어과 맞춤형 시나리오 개발 연구
Exploring Scenario-Based English Personalized Teaching and Learning in a Blended Learning Environment
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The shift to blended learning in education has led to an expansion of personalized teaching and learning strategies in classrooms. Despite the emphasis on the significance of personalized approaches, they are not consistently implemented effectively in real classroom settings. From this perspective, the present study aims to provide a detailed picture of personalized teaching and learning in the English classroom. It delves into prior research and introduces a technology-based framework for personalized instruction. Moreover, this study considers the distinctive characteristics of learners, both individually and in cluster levels, by employing scenario planning to illustrate detailed English classroom scenes. As prerequisite conditions, two key elements, learning motivation and resource management, are identified as important factors affecting English learning outcomes. Additionally, a scenario is developed for a speaking class with a focus on enhancing communication competency, which is a core aspect of the English language learning. The cluster levels are divided into four main categories based on learners’ characteristics in terms of learning content, processes, and outcomes. The scenario of teaching and learning English is constructed with all these specific factors in mind. Therefore, this study holds significance by illustrating personalized education in concrete scenarios rather than abstract concepts, with an expectation of facing challenges and demonstrating effectiveness in supporting personalized English teaching and learning.
Abstract
The shift to blended learning in education has led to an expansion of personalized teaching and learning strategies in classrooms. Despite the emphasis on the significance of personalized approaches, they are not consistently implemented effectively in real classroom settings. From this perspective, the present study aims to provide a detailed picture of personalized teaching and learning in the English classroom. It delves into prior research and introduces a technology-based framework for personalized instruction. Moreover, this study considers the distinctive characteristics of learners, both individually and in cluster levels, by employing scenario planning to illustrate detailed English classroom scenes. As prerequisite conditions, two key elements, learning motivation and resource management, are identified as important factors affecting English learning outcomes. Additionally, a scenario is developed for a speaking class with a focus on enhancing communication competency, which is a core aspect of the English language learning. The cluster levels are divided into four main categories based on learners’ characteristics in terms of learning content, processes, and outcomes. The scenario of teaching and learning English is constructed with all these specific factors in mind. Therefore, this study holds significance by illustrating personalized education in concrete scenarios rather than abstract concepts, with an expectation of facing challenges and demonstrating effectiveness in supporting personalized English teaching and learning.
참고문헌 (49)
- Ahn, J. Y., "Study on the development of scenarios for art curriculum personalized instruction : Focusing on art appreciation class considering in empathetic ability and analytical and utilization skills of information", Art Education Research Review, 38(1), pp.213~238 (2024)
- Allen, I. E., "Blended in: The extent and promise of blended education in the United States" (2007), The Sloan Consortium
- Aslan, S., "Examining the challenges of learner-centered education", Phi delta kappan, 97(4), pp.63~68 (2015)[DOI]
- Beatty, B. J., "Analysis of student use of video in a flipped classroom", TechTrends, 63, pp.376~385 (2019)[DOI]
- Bergman, L. R., "A person-oriented approach in research on developmental psychopathology", Development and Psychopathology, 9, pp.291~319 (1997)[DOI]
- Bergmann, J., "Flipped learning: Gateway to student engagement" (2014), International Society for Technology in Education
- Bernard, R. M., "A meta-analysis of blended learning and technology use in higher education : From the general to the applied", Journal of Computing in Higher Education, 26(1), pp.87~122 (2014)[DOI]
- Breiman, L., "Classification and regression tress" (1984), CRC Press
- Caner, M., "The definition of blended learning in higher education", Blended learning environments for adults : Evaluations and frameworks,, pp.19~34 (2012)[DOI]
- Cho, J., "The change of meaning the concepts related to school education in personalized learning", Journal of Curriculum Integration, 13(4), pp.125~146 (2019)
- Research on future scenario methodology, "Choi, H. S.", Korea Information Society Development Institute, ~, pp.KISDI Publication No. 05-07-01 (2005)
- Exploring customized teaching and learning methods according to learner typology in a blended learning environment (I), "Dong, H", Korea Institute for Curriculum and Evaluation, ~, pp.KICE Publication No. RRI 2022-1 (2022)
- "Blended learning: Let’s get beyond the hype" (2002)[URL]
- "Definition of flip learning" (2014)[URL]
- Garrison, D. R., "Blended learning : Uncovering its transformative potential in higher education", The internet and higher education, 7(2), pp.95~105 (2004)[DOI]
- Graham, C. R, "The handbook of blended learning, global perspectives, local designs", pp.3~21 (2006), Pfeiffer
- The development of a teacher training program for the enhancement of teacher competence in an intelligent information society (II): focusing on the application of the teacher training program, "Hong, S. J", Korea Institute for Curriculum and Evaluation, ~, pp.KICE Publication No. RRI 2019-4 (2018)
- Exploring personalized teaching and learning approaches according to learner typology in a blended learning environment (II), "Hong, S. J", Korea Institute for Curriculum and Evaluation, ~, pp.KICE Publication No. RRI 2023-5 (2023)
- Exploration of implementing blended learning in school education, "Hong, S. J", Korea Institute for Curriculum and Evaluation, ~, pp.KICE Publication No. RRI 2021-2 (2021)
- Hong, S. J., "A study on developing scenarios for future Korean language classroom : The implementation of technology-based personalized learning", Korean Journal of Elementary Education, 35(1), pp.33~55 (2024)[DOI]
- Horn, M. B., "Blended using disruptive innovation to improve schools" (2015), Jossey-Bass A Wiley Brand
- Howard, S. K., "Higher education teachers’ digital competencies for a blended future", Educational Technology Research and Development, 71(1), pp.1~6 (2023)[DOI]
- Jang, J. I., "Chojeom miraeyeongu bangbubloan(Focus futures research methodology : Scenario methodology through case studies)", Korea Information Society Development, 19(9), pp.1~19 (2007)
- Kallick, B., "Students at the center : Personalized learning on the web", Educational Technology & Society, 4(1), pp.26~40 (2017)
- Kim, H., "The future direction and challenges of English education in the post-COVID-19 era", English Teaching, 76(s1), pp.87~105 (2021)[DOI]
- Kim, H, "Developing future school scenarios against population decline based on the population estimate by region" (2022), Korea Institute for Curriculum and Evaluation
- Kim, H. J, "A study on the activation of personalized student assessments based on Edutech" (2022), Gyonggi Provincial Office of Education
- Supporting middle-to-high school transitioning students (II): developing strategies for student support, "Kim, H. J", Korea Institute for Curriculum and Evaluation, ~, pp.KICE Publication No. RRI 2020-4-1 (2020)
- Lee, Y. T, "Miraewha seosang (Future and world)" (2010), People Who Own the Future
- Lim, K. Y., "A systematic literature review of technology-based personalized learning : Research from 2011 to 2020 in Korea", Journal of Educational Technology, 37(3), pp.525~559 (2021)[DOI]
- Lindgren, M., "Scenario planning" (2009), Philmac company
- Long, T., "Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom", TechTrends, 60, pp.245~252 (2016)[DOI]
- Margulieux, L. E., "A taxonomy to define courses that mix face-to-face and online learning", Educational Research Review, 19, pp.104~118 (2016)[DOI]
- "2022 revised curriculum overview" (2022)[URL]
- 2022 revised English curriculum, "Ministry of Education", National Curriculum Information Center, ~, pp.2022-33(14) (2022)
- "Digital-based education innovation plan" (2023)[URL]
- Muthen, B. O., "Beyond SEM : General latent variable modeling", Behaviormetrika, 29(1), pp.81~117 (2002)[DOI]
- Ohn, J. D., "Examination of how elementary pre-service teachers integrated understanding by design with differentiated instruction", Korean Journal of Elementary Education, 24(1), pp.25~41 (2013)[DOI]
- Park, S. I., "Retrospect and prospect of ‘individualized learning’", The Korean Journal of Educational Methodology Studies, 20(1), pp.1~22 (2008)
- Park, S. I., "Kyoyukkonghakkwa swuep (Educational technology and classes)" (2021), Kyoyukkwahaksa (Bachelor of Education Science)
- Schmiege, S. J., "Latent variable mixture modeling : A flexible statistical approach for identifying and classifying heterogeneity", Nursing Research, 61(3), pp.204~212 (2012)[DOI]
- Shemshack, A., "A comprehensive analysis of personalized learning components", Journal of Computers in Education, 8(4), pp.485~503 (2021)[DOI]
- Singh, H., "Building effective blended learning programs", Educational Technology, 43(6), pp.51~54 (2003)
- "Flipped learning practitioner guide" (2015)[URL]
- Talbert, R., "Flipped learning: A guide for higher education faculty" (2017), Stylus Publishing, LLC
- "Reading progress in Microsoft teams to improve student reading fluency – now rolled out globally!" (2021)[URL]
- Tomlinson, C. A, "The differentiated classroom: Responding to the needs of all leaners" (1999), Association for Supervision and Curriculum Development
- "Competency-based learning or personalized learning" (2010)[URL]
- Yang, H., "A study on adopting AI-based chatbot in elementary English-speaking classes", Multimedia-Assisted Language Learning, 22(4), pp.184~205 (2019)[DOI]
