대학 교양영어에서 실시간 혼합수업 방식의 효과 연구: 대면그룹과 비대면 그룹의 비교연구 (A study on the effect of synchronous hybrid learning (SHL) in a college English course: A comparison of face-to-face learners and online learners)

서지정보

· 발행기관 : 언어과학회
· 수록지 정보 : 언어과학연구 / 103호 / 509 ~ 529페이지
· 저자명 : 도숙진

초록

A study on the effect of synchronous hybrid learning (SHL) in a college English course: A comparison of face-to-face learners and online learners. The Journal of Linguistic Science, 103, 463-483. This study aims to investigate whether and how the synchronous hybrid learning (SHL) environment impacted F2FG and NF2FG differently in terms of their academic achievement and learning satisfaction. The results were as follows: First, while test scores increased with both groups, only the F2FG showed a statistically significant improvement. Second, survey results revealed that the two groups differed in the degrees and areas of satisfaction. The F2FG gave higher satisfaction scores than their counterparts in teacher-learner interaction, class participation, and class effectiveness whereas overall attitudes toward SHL were more positive with the NF2G. Lastly, the participants cited the relative ease of concentration (F2FG) and not being restricted by location (NF2FG) as the strengths of SHL. As shortcomings, they pointed out the instructor’s attention being constantly divided between the two groups of learners and occasional delays in communication due to technical glitches.

영어초록

A study on the effect of synchronous hybrid learning (SHL) in a college English course: A comparison of face-to-face learners and online learners. The Journal of Linguistic Science, 103, 463-483. This study aims to investigate whether and how the synchronous hybrid learning (SHL) environment impacted F2FG and NF2FG differently in terms of their academic achievement and learning satisfaction. The results were as follows: First, while test scores increased with both groups, only the F2FG showed a statistically significant improvement. Second, survey results revealed that the two groups differed in the degrees and areas of satisfaction. The F2FG gave higher satisfaction scores than their counterparts in teacher-learner interaction, class participation, and class effectiveness whereas overall attitudes toward SHL were more positive with the NF2G. Lastly, the participants cited the relative ease of concentration (F2FG) and not being restricted by location (NF2FG) as the strengths of SHL. As shortcomings, they pointed out the instructor’s attention being constantly divided between the two groups of learners and occasional delays in communication due to technical glitches.

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