코로나19 확산에 따른 온라인 교양영어 수업에서 학생들이 느끼는 불안감에 대한 인식조사

박은경 한국멀티미디어언어교육학회 2020 멀티미디어 언어교육 Vol.23 No.3

This study was to identify learner’s anxiety towards online college English classes during the COVID-19 pandemic. As COVID-19 continues to spread, learners’ preferences for online lecture formats and exam methods were also identified. A total of 113 students who took pre-recorded online college English lectures at three universities in Gyeongbuk and Daegu were surveyed using Google Forms questionnaire. Microsoft Excel, I-STATistics, and NVivo 12.0 were used for analysis. The results showed that some learners expressed anxiety over pre-recorded online lectures (10.6%) and real-time online lectures (23.8%). In addition, relatively higher levels of anxiety were shown towards real-time online lectures due to the pressure of being on time, computer and server instability, and distractions. When it comes to real-time online exams, they expressed anxiety due to the following forms of academic dishonesty: cheating and collusion while testing. If COVID-19 continues to proliferate, learners expressed preference for pre-recorded online lectures and online exams despite the potential increase in academic dishonesty. Based on the results, this study provides some pedagogical implications to reduce learners’ anxiety towards online learning and devise ways to adapt learner’s preferred online lectures and exams in online college English courses in preparation for future situations similar to that of COVID-19.

日本語会話の非対面授業の実践と課題 - 学生へのアンケート調査結果の考察を中心に -

澤田信恵 ( Sawada¸ Nobue ) 한국일어교육학회 2021 일본어교육연구 Vol.- No.55

本研究は新型コロナウイルスの拡散に伴い急遽導入されたオンラインによる非対面授業の中で、大学の日本語会話授業の受講者に対して行った授業終了時のアンケート調査の結果を分析し、問題点や課題を把握することを目的としている。アンケートでは、動画授業·ライブ授業に対する学生の意識や選好度、授業での活動·評価·フィードバックなどを中心に調査し、具体的に学生が抱えている問題点や意見を記述してもらった。 調査の結果、日本語会話授業では、学生たちは動画授業とライブ授業との半々の組み合わせで授業が行われることを希望し、それぞれの授業のメリットに関しては、前者は反復学習が可能なことや時間的な拘束を受けず授業を聞くことができる点を上げ、後者では教師やクラスメートとの日本語での会話の機会が得られることを挙げている。一方、デメリットとしては、前者は自分のペースが掴めず集中できない点、後者ではネット環境の不具合による授業中や試験中の不安や授業の効率の悪さなどを挙げている。 このような問題点はあったにせよ、全体的には初めての非対面授業でもあったことから、学生たちは授業への満足感を示した。しかし、コロナ禍が終息したとしても、オンラインによる非対面授業はこれから様々な場面で活用されることが予想されるため、今回挙げられた課題を改善するために、「LMSの整備と活用」、「公正で多様な評価ができる環境」、「学生へのきめ細かな対応が可能な基盤作り」の3つの要素についてこれから更なる研究を進めて行かなければならない。 This research refers to the result of a questionnaire survey that concerns online classes in 2020 (1st semester and 2nd semester). The survey was conducted online on the students of Japanese conversation classes at the end of each semester. In 2020, online classes were introduced rapidly due to the spread of the COVID-19, and we were forced to adopt the new type of online education in any way. In the survey, we examined students' satisfaction with the online classes, preference between pre-recorded lectures and real-time lectures, and class activities, evaluation, and feedback, Students were also asked to describe the problems and opinions that they had about online classes. According to the survey, students prefer a half-combination of pre-recorded lectures and real-time lectures. In a pre-recorded lecture, the students can watch and replay the video as much as they want and whenever they want, but on the other hand, they easily become lazy and unpunctual. In a real-time lecture, students have the advantage of having opportunities for Japanese conversations with teachers and classmates, and also having feedback about the tasks they have done in pre-recorded lectures. However, there were often troubles with the Internet environment during the classes and the test. Such problems might have occurred because it was the first non-face-to-face class. But overall, students showed satisfaction with the class. However, we have to prepare for an online education system for the future even though the COVID-19 ends, because the online classes will be expected to be used in various educational situations in the future. Therefore we should continue to conduct further research on three factors which became clear by the survey: maintenance and utilization of LMS, fair and diverse evaluation environment, and creation of basic online system that allows the communication between teachers and students, and enables specific and detailed responses to students’ needs.

大学のオンライン日本語クラスにおける反転授業の実践 - 初心者向けの専攻科目「基礎日本語文法」の場合 -

盧?鉉(노주현) 한국일본어학회 2021 日本語學硏究 Vol.- No.69

본 연구에서는 D대학의 온라인 일본어 수업 중에서 입문자를 대상으로 한 전공교과목인 ‘기초일본어문법’의 플립러닝 수업모델을 제안하고, 그 성과 및 개선점을 살펴보았다. 먼저, 플립러닝은 학습의욕이 부족한 학생에게는 어려운 학습법이라고 일컬어지고 있는데, ‘기초일본어문법’ 수강자들은 일어일문학전공자인만큼 높은 학습의욕과 적극적인 학습태도를 보였다. 대학 온라인 일본어 수업에 녹화강의와 줌 실시간강의를 조합한 플립러닝 모델을 제안하고, 그 실천사례를 고찰한 결과, ①학습자가 잘 모르는 부분이나 확인이 필요한 부분은 자신의 페이스에 맞춰 반복하여 공부할 수 있다는 점, ②이미 알고 있는 부분은 가볍게 확인하는 정도로 넘어갈 수 있다는 점, ③학습의욕 향상이나 전공학습 동기부여 및 기초다지기에 효율적이라는 점, 이 세 가지 성과를 확인할 수 있었다. 이번 플립러닝 수업 모델의 새로운 부분은 종래 플립러닝 수업에서 대면수업으로 이루어지던 부분을 ‘줌 실시간강의’로 바꾼 점이다. 줌 실시간강의에서 문제풀이 시간에 개설한 ‘1:1질의응답 소회의실’과, 수업 시작 전에 실시한 ‘음악감상’에 대해 학생들의 긍정적인 평가를 받았다. 포스트 코로나 시대 대학교육에 대해 대면과 온라인의 하이브르드 교육 등이 논의되고 있다. 대면 뿐 만 아니라 온라인 상에서도 학생들의 학습 의욕과 학습효과를 향상시킬 수 있도록, 수업 설계와 운영 면에서 다양한 방법을 모색할 필요가 있다고 본다. 녹화강의와 줌 실시간강의를 조합한 이번 플립러닝 실천사례 보고를 출발점으로 하여, 향후에는 보다 면밀한 조사 연구를 통해 포스트코로나시대 대학교육의 위상과 방향성을 고민해 보고자 한다. In this study, a case study of Flipped Classroom of ‘Basic Japanese Grammar’, a major subject for beginners among online Japanese classes at D University, was reported, and the results and improvements were reviewed. First, Flipped Classroom is said to be a difficult learning method for students who lack the motivation to learn. Fortunately, students who took ‘Basic Japanese Grammar’ showed a high will to learn as they majored in Japanese and Japanese literature. Next, as a result of examining the practice cases of Flipped Classroom that combines Pre-Recorded Video Lectures and Zoom real-time lectures in university online Japanese classes, three achievements were confirmed; (ⅰ)A part that the learner is not familiar with or that needs to be confirmed can be studied repeatedly, (ⅱ) The fact that the student may just check what they already know and go further beyond it, and (ⅲ) It is possible to improve the motivation to learn, to motivate the major study, and to lay the groundwork. The new part of this flip learning class model is that the face-to-face class in the conventional flip learning class has been replaced with ‘Zoom real-time lecture’. In the Zoom real-time lecture, students received positive evaluations for the ‘1:1 Q&A Small Conference Room’ opened during the problem-solving session and ‘Appreciating Music’ before the class started. Face-to-face and online hybrid education are being discussed for university education in the post-Corona era. I consider it is necessary to find various ways in terms of class design and operation so that students’ motivation and learning effect can be improved not only face-to-face but also online. Based on this report on the implementation of Flipped Classroom, which combines Pre-recorded video lectures and Zoom real-time lectures, we would like to set the status and direction of university education in the Post-COVID-19 era as future tasks.

Students’ Perspectives on Pre-recorded Video Lectures Versus Video-Conferencing Lectures in the Untact Era

Kim,Hea-Suk,Cha,Yoonjung,Kim,Na-Young 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.2

The purpose of this study is to examine students’ perspectives on two online learning formats: pre-recorded video lectures versus video-conferencing. There were 90 participants who took College English courses in a university in Seoul. Participants took TOEIC tests before taking the classes and were divided into two different proficiency level groups: a high-level group and a low-level group. All participants studied English via both pre-recorded video lectures and video-conferencing (Zoom) for the whole semester. Questionnaires were carried out to explore students’ perspectives on both online formats in accordance with their proficiency levels. The findings of the closed-ended questionnaires revealed that significant differences were not found between the low- and high-level groups regardless of the online learning formats. Regarding students’ perspectives about these online English formats, a statistical difference was not found between the two groups. It is worth noting that students did not show any significantly different perspectives concerning online courses regardless of their proficiency levels. As for the open-ended questionnaires, both groups noted various benefits and drawbacks of the current online learning platforms. Also, they provided constructive suggestions for these online learning formats. The results of this study have pedagogical implications for carrying out successful online courses.

비대면 교양 영어 수업에 대한 대학 신입생들의 학습 감정 연구: 녹화 강의와 실시간 화상수업을 중심으로

박옥희 대한산업경영학회 2022 산업융합연구 Vol.20 No.11

본 연구의 목적은 2020년 COVID-19의 확산으로 전면 비대면 온라인(녹화 강의 및 실시간 화상 수업)으로 전환된교양영어 수업을 수강한 대학 신입생들의 학습 감정을 알아보는데 있다. 연구 방법은 B대학 신입생 170명을 대상으로 학습감정검사지(Academic Emotion Questionnaire; AEQ)을 이용하여 설문조사하였다. 수집된 자료는 SPSS 19.0 프로그램으로통계 처리하였고, 연구결과는 다음과 같다. 첫째, 신입생들의 영어 학습 감정이 온라인 수업 유형에 따라 긍정의 감정과 부정의 감정에서 모두 유의한 차이를 보였다(p < .01). 긍정의 감정은 녹화 강의수업에서, 부정의 감정은 실시간 화상 수업에서 더높았다. 둘째, 신입생들의 영어 수준에 따라 온라인 수업 유형에 대한 학습 감정이 유의한 차이를 보였지만(p < .01), 수준과무관하게 긍정의 감정은 녹화 강의에서 높았고, 부정의 감정은 실시간 화상수업에서 더 높았다. 셋째, 신입생들의 전공에 따라 온라인 수업 유형에 대한 학습 감정은 긍정의 감정에서만 유의한 차이를 보였다(p < .01). 자연이공계열 학생들이 인문사회계열 학생보다 동영상수업에 대한 긍정의 감정이 높았다. 마지막으로, 신입생들의 성별에 따라 온라인 수업 유형에 대한 학습 감정은 부정의 감정에서만 유의한 차이를 보였다(p < .01). 온라인 수업유형과 무관하게 여학생의 부정 감정이 남학생의부정 감정보다 높았다. 연구결과를 토대로 제언 및 교육적 함의가 논의되었다.

온라인 비실시간 영문법 수업의 효과 —문법 항목의 선택을 중심으로

이해련 한국중앙영어영문학회 2023 영어영문학연구 Vol.65 No.2

This study aims to investigate the differences in learners’ English grammar achievement by an online asynchronous class group and face-to-face class group, preferred teaching method for English grammar items in the post-COVID era, and the learners’ perception of online asynchronous classes. To this end, 64 students from the online asynchronous class group and 46 students from the face-to-face class group, totaling 110 students were evaluated and surveyed. The results are as follows: First, the online asynchronous class group showed higher achievement than the face-to-face class group in most grammar items except for the type of verb, but there was no statistically significant difference. Secondly, about half of the respondents did not care about online and face-to-face teaching, but the grammar items of the respondents who chose more online asynchronous lectures were subject-verb agreement/tense/voice, noun/pronoun, and adjective/adverb. The appropriate number of online asynchronous classes for English grammar items was 3-5 times a semester, with 20 minutes being selected the most. This research has significance in that the findings can be used as a basic reference for the design and operation of hybrid online and offline English grammar learning.

LMS 데이터를 활용한 온라인 러닝의 학습 행동 및 효과에 관한 연구

전병호 (사)디지털산업정보학회 2023 디지털산업정보학회논문지 Vol.19 No.2

On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner’s satisfaction.