A case study of preservice English teachers’ online learning experience amid the COVID-19 pandemic
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This qualitative case study explored the online learning experience of five preservice English teachers in Korea during the COVID-19 crisis. It specifically examined their perceptions of emergency remote instruction in a practice-oriented teacher education course on language materials design. Data were collected from the preservice teachers’ reflection papers, materials design project, and researcher’s reflective log, and analyzed qualitatively. The findings demonstrated that preservice teachers had a high perception of their semester-long experience in the class as they did not encounter much difficulty from the online instructional mode and could successfully complete the practical component of materials design. The preservice teachers accredited their positive online learning experience to the carefully organized instructional design and the interactive atmosphere of the class, which made possible their active participation with a self-directed attitude toward learning. The collective enthusiasm shared by the class was also perceived as contributing to their positive learning experience.
Abstract
This qualitative case study explored the online learning experience of five preservice English teachers in Korea during the COVID-19 crisis. It specifically examined their perceptions of emergency remote instruction in a practice-oriented teacher education course on language materials design. Data were collected from the preservice teachers’ reflection papers, materials design project, and researcher’s reflective log, and analyzed qualitatively. The findings demonstrated that preservice teachers had a high perception of their semester-long experience in the class as they did not encounter much difficulty from the online instructional mode and could successfully complete the practical component of materials design. The preservice teachers accredited their positive online learning experience to the carefully organized instructional design and the interactive atmosphere of the class, which made possible their active participation with a self-directed attitude toward learning. The collective enthusiasm shared by the class was also perceived as contributing to their positive learning experience.
참고문헌 (40)
- Almahasees, Z., "Faculty’s and students’ perceptions of online learning during COVID-19", Frontiers in Education, 6, pp.1~10 (2021)
- Aristovnik, A., "Impacts of the COVID-19 pandemic on life of higher education students : A global perspective", Sustainability, 12(20), pp.8438~ (2020)
- 방인자, "대학 교수자의 온라인 수업 운영 경험에 대한 내러티브", 내러티브와 교육연구, 8(2), pp.203~232 (2020), 한국내러티브교육학회[DOI]
- Baruth, O., "Distance learning perceptions during the coronavirus outbreak : Freshmen versus more advanced students", Journal of Computer Assisted Learning, 37, pp.1666~1681 (2021)
- Belamghari, M., "Distance learning amidst the COVID-19 pandemic : Moroccan university students’ perceptions", The Teacher Educator, 57(1), pp.79~95 (2022)
- Chandra, Y., "Online education during COVID-19 : Perception of academic stress and emotional intelligence coping strategies among college students", Asian Education and Development Studies, 10(2), pp.229~238 (2020)
- Davis, L., "In the storm of COVID-19 : College students’ perceived challenges with virtual learning", Journal of Higher Education Theory and Practice, 22(1), pp.66~82 (2022)
- Gorbunovs, A., "Self-discipline as a key indicator to improve learning outcomes in e-learning environment", Procedia-Social and Behavioral Sciences, 231, pp.256~262 (2016)
- 한송이, "실시간 온라인 수업에 대한 교수자 인식 연구: A 대학의 사례를 중심으로", 문화와융합, 42(7), pp.395~418 (2020), 한국문화융합학회
- Harasim, L., "Shift happens: Online education as a new paradigm in learning", The Internet and Higher Education, 3(1-2), pp.41~61 (2000)
- Herold, D., "Switching from face-to-face to online instruction midsemester : Implications for student learning", Journal of Teaching and Learning with Technology, 10, pp.321~336 (2020)
- Hodges, C., "The difference between emergency remote teaching and online learning", Educause Review, 27(3) (2020)
- 장원형, "코로나바이러스감염증-19 대유행에 따른 대학교 비대면 실험수업 운영에 관한 사례연구", 학습자중심교과교육연구, 20(17), pp.937~966 (2020), 학습자중심교과교육학회[DOI]
- Jenkins, L. E., "Pre-service music teachers’ understanding of blended learning : Implications for teaching post COVID-19", Australian Journal of Teacher Education, 46(7), pp.86~96 (2021)
- 정진, "코로나19 비대면 수업 환경에서 대학생들과 교수의 학업중단 인식", 한국엔터테인먼트산업학회논문지, 15(8), pp.279~290 (2021), 한국엔터테인먼트산업학회[DOI]
- 조미원, "비대면 시대의 K대학 원격수업 인식 및 만족도 조사 연구", 인문사회 21, 12(2), pp.1399~1414 (2021), 인문사회 21
- Joseph, D., "Twists, turns and thrills during COVID-19 : Music teaching and practice in Australia", Music Education Research, 23(2), pp.241~255 (2021)
- 김지숙, "대학의 실시간 온라인 수업에 대한 교수자와 학습자의 인식 실태와 향후 과제", 문화와융합, 43(7), pp.995~1021 (2021), 한국문화융합학회
- 김신혜, "코로나 19 상황의 온라인 수업에 대한 외국인 교수의 인식", 학습자중심교과교육연구, 21(15), pp.593~616 (2021), 학습자중심교과교육학회
- Ma, W., "Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19", Oxford Review of Education, 48(3), pp.400~420 (2022)
- Means, B., "Teaching and learning in the time of COVID : The student perspective", Online Learning, 25(1), pp.8~27 (2021)
- Merriam, S. B, "Qualitative research: A guide to design and implementation" (2009), Jossey-Bass
- Mishra, P., "Technological pedagogical content knowledge : A framework for teacher knowledge", Teachers College Record, 108(6), pp.1017~1054 (2006)
- Moore, J. L., "E-Learning, online learning, and distance learning environments: Are they the same?", Internet and Higher Education, 12, pp.129~135 (2011)
- Octaberlina, L, R., "EFL students perspective towards online learning barriers and alternatives using moodle", google classroom during COVID-19 pandemic, 2020, pp.9(6), 1~9
- Panigrahi, R., "Online learning : Adoption, continuance, and learning outcome : A review of literature", International Journal of Information Management, 43, pp.1~14 (2018)
- 박선호, "온라인 영어 수업실연과 평가에 대한 초등학교 예비교사들의 인식", 응용언어학, 37(4), pp.173~211 (2021), 한국응용언어학회
- Romero-Ivanova, C., "Digital practices & applications in a Covid-19 Culture", Higher Education Studies, 10(3), pp.80~87 (2020)
- Saldana, J., "Fundamentals of qualitative research" (2011), Oxford University Press
- Scull, J., "Innovations in teacher education at the time of COVID-19 : An Australian perspective", Journal of Education for Teaching, 46(4), pp.497~506 (2020)
- 신애경, "비대면 수업 자료 만들기 활동이 초등 예비교사들의 영상 자료 제작에 대한 인식 및 과학 교수 능력에 미치는 효과", 대한지구과학교육학회지, 15(1), pp.103~116 (2022), 대한지구과학교육학회
- 신인영, "온라인 혼합형 수업과 비실시간 수업에 대한한국 대학생의 인식과 학업 성취도", 인문사회 21, 12(6), pp.3067~3080 (2021), 인문사회 21
- Singh, V., "How many ways can we define online learning? A systematic literature review of definitions of online learning(1988-2018)", American Journal of Distance Education, 33(4), pp.289~306 (2019)
- Spector, J. M., "Handbook of research on educational communications and technology" (2008), Lawrence Erlbaum Associates
- Stevanovic, A., "Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic", Journal of Computer Assisted Learning, 37, pp.1682~1693 (2020)
- Su, C. -Y., "Factors impacting university students’ online learning experiences during the COVID-19 epidemic", Journal of Computer Assisted Learning, 37, pp.1578~1590 (2021)
- 성지훈, "일반대학에서의 실시간 화상 수업과 비실시간 녹화 영상 수업에 대한 학습자 인식 비교 : 수업 집중도, 이해도, 만족도를 중심으로", 교육문화연구, 27(5), pp.239~267 (2021), 교육연구소[DOI]
- Varea, V., "Touchless classes and absent bodies: Teaching physical education in times of Covid-19", Sport, Education and Society, 26(8), pp.831~845 (2021)
- Yeung, M. W. L., "A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19 : Challenges, strategies and support", Education and Information Technologies, 27, pp.181~208 (2022)
- 윤혜림, "온라인 수업 운영에 대한 교원의 인식: H대학 사례를 중심으로", 인문사회 21, 11(5), pp.1281~1296 (2020), 인문사회 21