사이버대학교 일본어교육에서 스마트 피드백의 활성화 - <강의Q&A>를 중심으로 -

Abstract

This paper deals with the current states and activating of smart feedback at a cyber university in response to the educational paradigm shift brought by the proliferation of mobile devices. This feedback system shift was recorded and studied in a survey of 264 Japanese students at the Hanyang Cyber University, conducted two times over a span of three years. The contents of this paper allows us to see the change of smart feedback that occurred during the past three years. The rapid transition to a smart campus at the cyber university is a significant area for analysis as it can offer insights into the future direction of activating smart feedback improvement. In this study, students’ awareness and attitudes were analyzed when exposed to a smart feedback situation in order to activate smart feedback on what the learner needs. The results of analyzing the survey can be seen in the following points: (a) <Q1>Voluntary Q&A participation of students in lectures is slightly lower. For example, pronunciation class is required for the induction of activating students’ motivation through verbal conversations. There is a need to categorize questions in Q&A to increase learning efficiency. Including for FAQ offers and answers reminders, important question locations and display of fruitful feedback, real-time responses and expansion of the video capacity, the native speakers such as videos, use of the SNS like BAND, preview the question of other learners function feedback, it is also necessary to expand technical support for learner’s amenities including separate presentation, subtitle suggests. (b)<Q2>It is negative and greater burden for the learner to reflect the number of times lecture Q&A to grades. <Q3>Teachers feedback has been used to acquire knowledge of Japanese. <Q4>Student mutual feedback can be said that a positive effect on the relatively Japanese language. <Q5>Feedback is focused on content for Japanese knowledge rather than information about the lecture operations. (c)<Q6>Feedback form which learners prefer in the classroom is Q&A and 1:1 counseling because of immediate respond time and anonymity. This board has shown a high rate. <Q7>The learners are hoping this feedback through a more extensive example. In addition, the trust for mutual feedback from learners may be lack and inaccuracy. Finally, I wish that this paper’s conclusions contribute to the development of teaching methods for the study of Japanese language education in Korea and further development, and embodies the discourse on language education in the smart feedback of cyber universities.