Earticle

초록

영어

This study aims to identify which variables influence pre-service English teachers’ perceptions on online class teaching and implementation during the COVID-19 pandemic. One hundred and ten (110) student teachers at two different universities were asked to complete the questionnaire with 26 closed questions and 8 open-ended questions. Factor analysis, correlational study, and one-way ANOVA were conducted. The results indicated that four variables emerged from the analysis, which included learner, instructor, system environment, and learning effect variables. Statistically significant correlations were found among these variables. The variables such as active participation, autonomous learning(learner variable), prompt feedback(instructor variables), accessibility/convenience/stability(system environment) were strongly influencing students’ perceptions on successful online class implementation. Suggestions for improving the quality of the online class included synchronous online class management, various applications and platforms to enhance interactions and feedback between instructors and students, adequate amount of course assignments, systematic evaluation criteria for the course, as well as diverse visual aids and resources.

목차

Abstract
1. 서론
2. 문헌연구
2.1. 온라인 교육의 특징 및 구성요소
2.2. 온라인 학습과 관련된 선행 연구들
3. 연구 방법
3.1. 연구 참여자
3.2. 연구 도구 및 절차
3.3. 분석방법
4. 결과 및 논의
4.1. 설문지 문항의 요인 분석 및 상관관계
4.2. 온라인 영어 수업에 영향을 미치는 요인
4.3. 학년별 주요 요인들에 대한 인식 차이
4.4. 비대면 온라인 수업 진행에 대한 학생 교사들의 인식, 장단점, 개선 방향
5. 결론 및 시사점
참고문헌

키워드

온라인 학습 학생 교사들의 인식 코로나 19 유행병 비대면 수업 혼합 연구 방식 일원분산분석 online learning student teachers’ perception Covid-19 pandemic non-face-to face class mixed method one-way ANOVA

저자

• 김양희 [ Yanghee Kim | 안동대학교/부교수 ] 제1저자
• 신유선 [ Yousun Shin | 부경대학교/강사 ] 공동저자
• 정영경 [ Youngkyong Jong | 부경대학교/강사 ] 교신저자

참고문헌

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