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RISS 인기검색어
- 검색키워드
- 저자 : Copeland Charles (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Using a Video Lecture and Online Discussion to Flip an EFL Pronunciation Class
Copeland Charles 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.4
This case study explores the flipped classroom and how it can be used to allow for more activities in the English as a foreign language (EFL) classroom allowing students the opportunity to practice their pronunciation while the teacher was present. The study surveyed 82 university EFL students about their perceptions of various activities which made up the online and in-class portions of the course. Bloom’s Taxonomy of Educational Objectives (Krathwohl, 2002) and the Community of Inquiry (Garrison, Anderson, & Archer, 1999) informed the design of the course delineating what should be flipped from the classroom. Students were given a mixed methods survey which was analyzed through descriptive statistics and analysis of the comments. While the majority of the students enjoyed the flipped classroom, there were a number of resistors. The survey revealed that the students liked the in-class activities, the online videos, and the online quizzes. This indicates that a higher level of Bloom’s Taxonomy of Educational Objectives was perceived as being reached. However, the students had reservations about the online discussion indicating that Community of Inquiry was not being fully realized. Students also had some reservations about the amount of in-class lecture, and the use of the technological system.
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Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom
Copeland Charles 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.4
This qualitative case study, which employed thematic analysis, explores student perceptions about the fairness of grading video presentations in an online EFL Korean classroom. The study surveyed 145 students about their attitudes towards the fairness of grading for video presentations using three open-ended questions. To better understand the students’ thoughts, they were asked what most affected the fairness of grading live versus video presentations. It found that students believed that the use of video presentations in the required classroom was fair. The students cited a clear, understandable rubric, hard work resulting in the deserved grade, the best material could be submitted, the video could demonstrate ability without nerves, and the teachers’ grading as reasons the grading was deemed fair. There were also some negative perceptions related to the fairness of grading. The two registered were using cheats and not having a fair playing field in terms of technology. The study also found that the main factors affecting video versus live presentations were the fear of live presentations, preparation time, technology use, and the teachers’ grading. The results from the survey indicated that student-produced video presentations should be considered in the future.
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