본문 바로가기
KERD
논문KCI 등재

Korean EFL Students’ Interactional Challenges and Ways to Overcome Them in Blended Learning

2

조회

0

다운로드

7

인용

0

참고문헌

키워드

주제분류영어와문학

초록

This study explored the interactional challenges of Korean graduate students enrolled in a blended English writing course through a qualitative case study based on Moore’s three types of online interactions: learner-instructor, learner-learner, and learner-content interaction (Moore, 1989). The data were collected from multiple sources such as surveys, reflective journals and interviews, all of which were analyzed following six phases of thematic analysis (Braun & Clarke, 2006). The results illustrated a variety of challenges that the students encountered in online interactions and described attempts made to overcome them. A feeling of inhibition and unfamiliarity with a blended environment were prime challenges in interaction with the instructor. Distrust of peer feedback and lack of face-to-face interaction appeared to be the challenges in learner-learner interaction. Additionally, being overloaded with online classwork and the high level of materials were the barriers to online interactions with content. However, students started to overcome these challenges as they intentionally tried to practice English writing in written speech and interacted effectively after peer feedback training in a face-to-face classroom. Students also demonstrated different learning strategies to deal with content matters. The findings imply that the students’ experiences are varied due to differences in their educational backgrounds, needs, motivations, and learning strategies.

Abstract

This study explored the interactional challenges of Korean graduate students enrolled in a blended English writing course through a qualitative case study based on Moore’s three types of online interactions: learner-instructor, learner-learner, and learner-content interaction (Moore, 1989). The data were collected from multiple sources such as surveys, reflective journals and interviews, all of which were analyzed following six phases of thematic analysis (Braun & Clarke, 2006). The results illustrated a variety of challenges that the students encountered in online interactions and described attempts made to overcome them. A feeling of inhibition and unfamiliarity with a blended environment were prime challenges in interaction with the instructor. Distrust of peer feedback and lack of face-to-face interaction appeared to be the challenges in learner-learner interaction. Additionally, being overloaded with online classwork and the high level of materials were the barriers to online interactions with content. However, students started to overcome these challenges as they intentionally tried to practice English writing in written speech and interacted effectively after peer feedback training in a face-to-face classroom. Students also demonstrated different learning strategies to deal with content matters. The findings imply that the students’ experiences are varied due to differences in their educational backgrounds, needs, motivations, and learning strategies.

참고문헌 (44)

  1. Amaral, K., "Enhancing student learning and retention with blended learning class guides", EDUCAUSE Quarterly, 33 (2014)
  2. Arbaugh, J. B., "Instructors as facilitators of learner-learner interaction in third-generation learning environments", Industrial and Organizational Psychology, 1(4), pp.487~490 (2008)
  3. Auyeung, L. H., "Building a collaborative online learning community : A case study in Hong Kong", Journal of Educational Computing Research, 31(2), pp.119~136 (2004)
  4. Battalio, J., "Interaction online : A reevaluation", The Quarterly Review of Distance Education, 8(4), pp.339~352 (2007)
  5. Beauvois, M. H., "E-talk : Attitudes and motivation in computer-assisted classroom discussion", Computers and the Humanities, 28(2), pp.177~190 (1995)
  6. Bliuc, A. M., "Research focus and methodological choices in studies into students’ experiences of blended learning in higher education", Internet and Higher Education, 10(4), pp.231~244 (2007)
  7. Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006)
  8. Chapelle, C., "CALL in the Year 2000 : Still in search of research paradigms", Language Learning and Technology, 1(1), pp.19~43 (1997)
  9. 최수영, "수준별 학습이 가능한 온ㆍ오프라인 혼합형 학습이 영어 말하기 능력 신장에 미치는 효과", 멀티미디어 언어교육, 12(3), pp.229~255 (2009), 한국멀티미디어언어교육학회
  10. Collopy, R. M. B., "To blend or not to blend : Online and blended learning environments in undergraduate teacher education", Issues in Teacher Education, 18(2), pp.85~101 (2009)
  11. "Blended learning, EDUCAUSE Center for Applied Research Bulletin" (2004)[URL]
  12. Garrison, D. R., "E-learning in the 21st century : A framework for research and practice" (2003), Routledge
  13. Graham, C., "The handbook of blended learning: Global perspectives, local designs" (2006), John Wiley and Sons
  14. Hargis, J., "Can students learn science using the Internet?", ISTE Journal of Research on Computing in Education, 33(4), pp.475~487 (2001)
  15. Hinkelman, D., "Power within blended language learning programs in Japan", Language Learning & Technology, 16(2), pp.46~64 (2012)
  16. Hirumi, A., "Interactions in online education: Implications for theory and practice", pp.46~71 (2006), Routledge Taylor & Francis
  17. Jiang, M., "A study of factors influencing students perceived learning in a web-based course environment", International Journal of Educational Telecommunication, 6(4), pp.228~317 (2000)
  18. Kaleta, R., "Blended learning: Research perspectives. Needham" (2007), The Sloan Consortium
  19. "Explorations in learning & instruction: The theory into practice database" (1999)[URL]
  20. Kitade, K., "L2 learners’ discourse and SLA theories in CMC : Collaborative interaction in Internet Chat", Computer Assisted Language Learning, 13(2), pp.143~166 (2000)
  21. 이승희, "Blended Learning Revisited: A New Approach to Foreign Language Education", 멀티미디어 언어교육, 10(2), pp.142~157 (2007), 한국멀티미디어언어교육학회
  22. Liu, M., "A look at research on computer-based technology use in second language learning : A Review of the Literature from 1990-2000", Journal of Research on Technology in Education, 34(3), pp.250~273 (2003)
  23. Merriam, S. B., "Qualitative research : A guide to design and implementation" (2009), Jossey-Bass
  24. Moore, M. G., "Three types of interaction", The American Journal of Distance Education, 3(2), pp.1~6 (1989)
  25. Moore, M. G., "What does research say about the learners using computer-mediated communication in distance learning?", The American Journal of Distance Education, 16(2), pp.61~64 (2002)
  26. Moore, M. G, "Distance education : A system view" (2005), Wadsworth Publishing
  27. Muirhead, W. D., "Online education in school", International Journal of Educational Management, 14(7), pp.315~324 (2000)
  28. Oh, E., "How are universities involved in blended instruction?", Educational Technology & Society, 12(3), pp.327~342 (2009)
  29. Oshima, A., "Writing Academic English" (2006), Pearson Longman
  30. Osguthorpe, R. T., "Blended learning systems : Definitions and directions", Quarterly Review of Distance Education, 4(3), pp.227~234 (2003)
  31. Potter, J., "Beyond access : Student perspectives on support service needs in distance education", Canadian Journal of University Continuing Education, 24(1), pp.59~82 (1998)
  32. Reisetter, M., "What works : Student perceptions of effective elements in online learning", Quarterly Review of Distance Education, 5(4), pp.277~291 (2004)
  33. Shieh, R., "The quality of a web-based course : Perspectives of the instructor and the students", TechTrends : Linking Research & Practice to Improve Learning, 52(6), pp.61~68 (2008)
  34. Shroff, R., "An investigation on individual students’ perceptions of interest utilizing a blended learning approach", International Journal on E-Learning, 9(2), pp.279~294 (2010)
  35. Soo, K. S., "Interaction: What does it mean in online distance education?", Paper presented at the Ed-Media and EdTelecom 98 conference (1998)
  36. Swales, J. M., "Academic Writing for Graduate Students : Essential Tasks and Skills" (2004), University of Michigan Press
  37. Thurmond, V. A., "Evaluation of student satisfaction : Determining the impact of a web-based environment by controlling for student characteristics", The American Journal of Distance Education, 16(3), pp.169~189 (2002)
  38. Trentin, G., "Computer conferencing systems seen by a designer of online courses", Educational Technology, 38(3), pp.36~43 (1998)
  39. Vaughan, N. D., "A blended community of inquiry approach: Linking student engagement and course redesign", Internet and Higher Education, 13(1-2), pp.60~65 (2010)
  40. Wagner, E. D., "Teaching and learning at a distance: What it takes to effectively design, deliver, and evaluate programs" (1997), Jossey-Bass Publishers
  41. Wagner, E. D., "The handbook of blended learning. Global perspectives, local designs", pp.41~55 (2006), Pfeiffer
  42. Wiesenberg, F. P., "Teaching a graduate program using computer-mediated conferencing software", Journal of Distance Education, 11(1), pp.83~100 (1996)
  43. Yoon, S. Y., "The impact of blended learning on teaching and learning English pronunciation", Language Teaching, 66(4), pp.139~163 (2011)
  44. 윤서영, "The Perspectives and Effectiveness of Blended Learning in L2 Writing of Korean University Students", 멀티미디어 언어교육, 13(2), pp.177~204 (2010), 한국멀티미디어언어교육학회

관련 논문AI추천

이 간행물의 다른 논문 (6건)