Earticle

초록

영어

This study aims to investigate pre-service English teachers’ perceptions and satisfaction on major courses using flipped learning, a type of online and offline blended learning. Fifty-four college students who were taking English education courses participated in the research. The data were collected through survey questionnaires. Statistical analyses including correlation and regression analysis were utilized for data analysis. The participants’ perceptions and satisfaction were analyzed according to the five categories: (1) attention, (2) relevance, (3) interaction, (4) convenience, and (5) satisfaction. These domains were analyzed and compared in terms of the students’ gender, school year, academic achievement, and prior experience of flipped classes. Among the categories, ‘attention’ is the most influential factor on the satisfaction of the flipped learning. Compared with face-to-face or non-face-to-face classes, the students’ overall satisfaction and the preference for the flipped learning class were significantly high. Possible reasons were discussed along with the pre-service English teachers’ open comments. Based on the major findings, pedagogical suggestions for the effective implementation of flipped learning were provided.

목차

Abstract
1. 서론
2. 이론적 배경 및 선행연구
2.1. 비대면 영어수업과 블렌디드 러닝
2.2. 플립 러닝 영어수업
3. 연구 방법
3.1. 연구 참여자
3.2. 자료 수집 및 분석
3.3. 플립 러닝 활용 영어교육 전공수업 소개
4. 결과 및 논의
4.1. 플립 러닝 활용 전공수업에 대한 인식
4.2. 플립 러닝 활용 전공수업 인식 및 만족도 비교 분석
4.3. 플립 러닝에 대한 인식과 만족도 간의 상관관계
4.4. 수업 유형 선호도 조사
5. 결론 및 제언
참고문헌

키워드

플립 러닝 블렌디드 러닝 온라인 & 오프라인 영어수업 예비 영어 교사 학습자 인식 만족도 비대면 영어수업 flipped learning blended learning online & offline English classes pre- service English teachers learners’ perceptions satisfaction non-face-to-face English classes

저자

• 남정미 [ Jung-Mi Nam | 신라대학교/교수 ]

참고문헌

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