오프라인 대학교 영어교육에 최적화된 블렌디드 러닝 교수모형 연구
Developing a Blended Instructional Learning Model Optimized for English Teaching at Off-line Universities
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This study aims at developing a blended instructional learning model optimized for English teaching at off-line universities. In the study, theoretical considerations were extracted to develop instructional models based on Doughty and Long’s (2003) methodological principles for CALL. The three blended instructional models were developed to teach college level English and applied to two Korean off-line universities: a) on-line previewing and off-line instruction and b) off-line instruction and on-line reviewing for one university, and c) biweekly on-line and off-line instructions for another university. The findings show that the participants of the first two models preferred the model of on-line previewing and off-line instruction. They were satisfied with the effects of quizzes, roleplay, key word/sentence, and my story activities. The participants of the last model preferred the biweekly model because of time and cost saving. Finally, an optimized blended learning instructional model for off-line English teaching was proposed with the results and theoretical considerations. It was a model of weekly on-line previewing and off-line instruction with quizzes and the previous activities. To facilitate interaction and feedback among the instructor and students, multimedia technologies were adopted into a Learning Management System.
Abstract
This study aims at developing a blended instructional learning model optimized for English teaching at off-line universities. In the study, theoretical considerations were extracted to develop instructional models based on Doughty and Long’s (2003) methodological principles for CALL. The three blended instructional models were developed to teach college level English and applied to two Korean off-line universities: a) on-line previewing and off-line instruction and b) off-line instruction and on-line reviewing for one university, and c) biweekly on-line and off-line instructions for another university. The findings show that the participants of the first two models preferred the model of on-line previewing and off-line instruction. They were satisfied with the effects of quizzes, roleplay, key word/sentence, and my story activities. The participants of the last model preferred the biweekly model because of time and cost saving. Finally, an optimized blended learning instructional model for off-line English teaching was proposed with the results and theoretical considerations. It was a model of weekly on-line previewing and off-line instruction with quizzes and the previous activities. To facilitate interaction and feedback among the instructor and students, multimedia technologies were adopted into a Learning Management System.
참고문헌 (35)
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