블렌디드 러닝이 학생들의 듣기 능력과 자기효능감 및 블렌디드 러닝에 대한 학생들의 인식에 미치는 영향
The Effects of Blended Learning on Students’ Listening Ability, Self-efficacy and Students’ Perceptions for Blended Learning
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초록
연구 목적: 본 연구의 목적은 블렌디드 러닝이 학생들의 듣기 능력 및 자기효능감과 블렌디드 러닝에 대한 학생들의 인식에 미치는 영향에 대해 알아보는 것이다. 연구 방법: 이 연구는 연구자의 대학에서 교수법 매뉴얼 프로그램에 참여하고 있는 47명의 학습자를 실험 대상으로 하였다. 연구 내용: 사전･사후 검사를 통해 블렌디드 러닝이 학생들의 듣기 능력과 자기효능감에 미치는 영향을 알아보았으며, 블랜디드 러닝에 대한 학생들의 인식에 대해서도 조사하였다. 결론 및 제언: 연구 결과, 블렌디드 러닝으로 학습한 학생들의 자기효능감과 영어 듣기 능력이 향상된 것으로 나타났다. 이는 학생들이 수업자료를 시간과 장소에 관계없이 미리 학습을 하고 완수한 과업을 교실 수업에서 교수자 및 동료들과 직접 확인을 할 수 있게 한 것이 학생들의 학습을 하고자 하는 자기효능감을 향상시킨 것으로 보인다. 블렌디드 러닝에 대한 학생들의 인식에 관한 데이터 분석을 한 결과 대부분의 학생들은 블렌디드 러닝에 만족한 것으로 나타났지만 부정적인 견해를 가진 소수의 학생들도 존재한다. 그러므로, 추후에 교수자가 수업을 계획하거나 교수 방식을 선택할 때 이러한 사항을 고려해야 할 것이다.
Abstract
The purpose of this study is to investigate the effects of blended learning in students’ listening ability, self-efficacy and students’ perceptions for blended learning. The survey was collected from 47 students of a 2-year college, who are participating in the program to apply classes with teaching methods. Data collected from this research show that the self-efficacy and listening ability of the students who learned through blended learning were improved. The students learned their materials in advance without being bound by the time and place and their works done online could be directly confirmed in the classroom with the teacher and peers, which made the students’ self-efficacy to learn improved. The result of data analysis of students’ perceptions for blended learning shows that most of the students are satisfied with blended learning but there are some students with negative perceptions, which should be considered in later teaching plans and choosing teaching methods by teachers.
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