대학 사이버 영어수업의 효과적인 블렌디드 수업 모형에 대한 연구
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Cyber classes have been popular in offline universities due to their great advantage in reducing students’ commuting time to the school and a shortage of classrooms in the school. The implementation of the cyber classes in offline universities, however, has been problematic due to students’ low participation in online interaction and low motivation for studying, as well as a lack of the school’s support systems to encourage the students to follow the online class schedule. In order to find the solution to these problems, the researcher conducted a survey to 98 new cyber English class students and 1895 other cyber class students and suggested the optimal blended learning model incorporating online audio chatting, offline information sessions, and offline tests to the cyber class. The researcher argues that the blended learning model should be designed by incorporating students’ learning needs and local learning contexts, and it should be expanded beyond current online/offline combination by including the combination of synchronous/asynchronous modes and individual/cooperative learning modes to provide the optimal learning environment for the students.
Abstract
Cyber classes have been popular in offline universities due to their great advantage in reducing students’ commuting time to the school and a shortage of classrooms in the school. The implementation of the cyber classes in offline universities, however, has been problematic due to students’ low participation in online interaction and low motivation for studying, as well as a lack of the school’s support systems to encourage the students to follow the online class schedule. In order to find the solution to these problems, the researcher conducted a survey to 98 new cyber English class students and 1895 other cyber class students and suggested the optimal blended learning model incorporating online audio chatting, offline information sessions, and offline tests to the cyber class. The researcher argues that the blended learning model should be designed by incorporating students’ learning needs and local learning contexts, and it should be expanded beyond current online/offline combination by including the combination of synchronous/asynchronous modes and individual/cooperative learning modes to provide the optimal learning environment for the students.
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