대학 Blended Learning 환경에서 온라인-오프라인 혼합방식 및 성찰활동이 자기조절학습과 학업성취에 미치는 효과 = Effects of Blending Type of Online-Offline and Reflective Activity on Self-Regulated Learning and Learning Achievements in Higher Education Course Based on Blended Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of blending type of online-offline and reflective activity on self-regulated learning and learning outcome in higher education based on blended learning. To accomplish the purpose of the study, an experiment was conducted with 169 college students who enrolled in ``educational psychology`` course. Subjects were assigned to two blended learning groups(online 4 weeks + offline 8 weeks group, online 8 weeks + offline 4 weeks group) and control group(offline group). Students of blended learning groups wrote reflection notes autonomously on community site after finishing their online learning. The first result was that there was no significant difference in total self-regulated learning score between blended learning groups and control group. However, there was a significant difference in motivated domain of self-regulated learning between online 4 group and control group. Second, there was a significant difference in learning outcome score between blended learning groups and control group. The score of online 4 week group was higher than that of online 8 week group, and the score of control group(offline group) was higher than that of online 8 week group. Third, there was a significant difference in learning outcome score between the group which conducted reflective activity and the group which did not conduct reflective activity. In conclusion, this study showed that the amount of online learning should be considered for designing blended learning, and that reflection is a very important strategy for improving learning achievement in implementing higher education course based on blended learning.