의사소통 중심 한국어 수업에서의 블렌디드 러닝의 활용-슬랙(Slack)을 이용한 수업 사례 연구-
A Case Study of Communicative Korean Class with Blended Learning -Using Slack-
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초록
The purpose of this study is to examine the implementation of blended learning in a communicative Korean language class using an online communication platform, Slack. For this purpose, this paper looked into a case of Korean language course, described the activities based on the interaction types, and discussed the characteristics of blended learning with slack in communicative language class. Satisfaction survey was also conducted on the students. The blended learning environment implemented using Slack showed a very high level of efficiency in terms of ‘data sharing’, ‘mutifaceted communication path’, ‘course management’, and ‘task submission and feedback’. In addition, this study described and analyzed the activities in ‘teacher-individual student interaction’, ‘student-student interaction and teacher communicating with both students’, ‘teacher-group of students interaction’, ‘group-to-group interaction and teacher communicating with both groups’, and ‘interaction between the whole class and the teacher’ through electronic media. According to the satisfaction survey result, more than 90% of learners answered that they were satisfied with the blended learning used in this study, and the reasons cited were ‘easiness of task submission and receiving feedback’, and ‘accessibility on smartphone/laptop’.
Abstract
The purpose of this study is to examine the implementation of blended learning in a communicative Korean language class using an online communication platform, Slack. For this purpose, this paper looked into a case of Korean language course, described the activities based on the interaction types, and discussed the characteristics of blended learning with slack in communicative language class. Satisfaction survey was also conducted on the students. The blended learning environment implemented using Slack showed a very high level of efficiency in terms of ‘data sharing’, ‘mutifaceted communication path’, ‘course management’, and ‘task submission and feedback’. In addition, this study described and analyzed the activities in ‘teacher-individual student interaction’, ‘student-student interaction and teacher communicating with both students’, ‘teacher-group of students interaction’, ‘group-to-group interaction and teacher communicating with both groups’, and ‘interaction between the whole class and the teacher’ through electronic media. According to the satisfaction survey result, more than 90% of learners answered that they were satisfied with the blended learning used in this study, and the reasons cited were ‘easiness of task submission and receiving feedback’, and ‘accessibility on smartphone/laptop’.
참고문헌 (22)
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