블렌디드 러닝을 통한 대학생 영어학습에서의 상호작용과 자기주도적 학습의 효과 = The Effects of a Blended Learning Model on Self-directed Learning in Higher English Education

다국어 초록 (Multilingual Abstract)

This study explored the effects of blended learning(BL) with collaboration on students` achievement and self-directed learning ability in English education. In order to investigate the relation between BL and self- directed learning, the study implemented multiple combinations of instructional methods and delivery media supported by web-based forums, reflective on/off line journals, collaboration, and face-to-face instructions. The study was conducted with 15 college students for one semester, 2011. The data was gathered through 1) observation of web-based forums, 2) reflective journals, and surveys. The results of the study indicated that the new blended learning model had positive effects on students` self-directed learning abilities in that it promoted their active interactions and English language learning. It showed that the new learning environment facilitated both instructor-students and students-students interactions, collaboration, and self- assessment. The learners also employed their own learning strategies for self-study and chose creative approaches to their projects. These were aspects of self-directed learning. Furthermore, the students were satisfied with the new model of blended learning and they expressed to continue it for further learning. They responded that their English abilities was improved. Therefore, the students benefited from the new learning environment with blended learning in that it fostered active interactions, collaboration, various learning strategies, and English language skills.

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