온라인 대학 영어 수업에서의 Padlet 학습 활용 방안 및 학습 태도 고찰
A study on the effective use of Padlet in online college English classes and students’ learning attitude
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조회
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참고문헌
키워드
초록
This study proposes how to effectively use the Padlet bulletin board in online college English classes and examines students' attitudes toward the Padlet activities. This course, which had been originally designed for freshmen offline, was adapted online due to the COVID-19 situation. During the course, 114 students who took the course in three classes undertook eight different beginning activities using Padlet. 102 students out of them participated in a survey at the end of course. The collected data were analyzed to investigate students' preference for types of the activities and their learning enthusiasm during the activities. Results showed that students had a strong preference for the posting activities using multimedia. They also had a positive attitude toward the use of Padlet activities through the course. They responded that they enjoyed working on the activities and had a great help to communicate with peers in the non-face-to-face class. For reference, when referring to the past results of offline classes that had similar Padlet activities, the number of students who showed positive attitudes was much higher in online classes.
Abstract
This study proposes how to effectively use the Padlet bulletin board in online college English classes and examines students' attitudes toward the Padlet activities. This course, which had been originally designed for freshmen offline, was adapted online due to the COVID-19 situation. During the course, 114 students who took the course in three classes undertook eight different beginning activities using Padlet. 102 students out of them participated in a survey at the end of course. The collected data were analyzed to investigate students' preference for types of the activities and their learning enthusiasm during the activities. Results showed that students had a strong preference for the posting activities using multimedia. They also had a positive attitude toward the use of Padlet activities through the course. They responded that they enjoyed working on the activities and had a great help to communicate with peers in the non-face-to-face class. For reference, when referring to the past results of offline classes that had similar Padlet activities, the number of students who showed positive attitudes was much higher in online classes.
참고문헌 (19)
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