Earticle

본 논문에서는 ‘한일이문화커뮤니케이션’ 과목의 수업 설계 과정과 수업 운영 결과에 대하여 고찰하였다. 이 수업은 한국인 일본어학습자의 이문화간 커뮤니케이션 능력 배양을 목표로 하여 강의식 수업과 PBL 활동을 혼합한 형태로 운영하였다. 이와 같은 수업 운영 방식에 대하여 수강생들은 전반적으로 만족하고 있었으며 본 수업이 일본인과의 커뮤니케이션 나아가 문화적 배경이 다른 나라 사람과의 커뮤니케이션에 도움이 되었다고 답하였다. 본 논문의 경우, 소수의 피험자를 대상으로 한 사례연구로써 향후 연구 결과를 일반화하기 위해서는 보다 많은 피험자를 대상으로 다양한 관점에서의 논의가 필요하다. 그러나, 한국인 일본어학습자의 이문화간 커뮤니케이션 능력을 향상시키기 위한 실천 방안의 하나로써 강의식 수업과 PBL 활동을 혼합한 블렌디드 러닝을 제안했다는 점에 연구의 의의가 있겠다.

This paper is a report on the instructional design process of a subject titled ‘Korea-Japan intercultural communication’ and the outcomes of class operation. The class was operated by combining lecture courses and PBL activities with the aim to develop the intercultural communication skills of Korean learners of Japanese. Overall, the students were satisfied with this way of class operation and responded that the class was helpful for their communication with Japanese people as well as others with different cultural backgrounds. As the research presented in this paper involves a case study on a small number of test subjects, it would be necessary to have discussions from diverse points of view on more test subjects to generalize the research findings in the future. However, this study holds significance as it proposes Blended -Learning, which combines lecture courses and PBL activities, as one of the practical methods to improve the intercultural communication skills of Korean learners of Japanese.

본 연구의 목적은 디자인 실기 수업의 본질은 유지하면서 다양하고 유연한 학습 환경을 제공하기 위해 블렌디드 러닝 사례를 면밀하게 분석하고, 수업 단계별로 블렌디드 러닝을 지원하는 학습 환경과 학생들의 활용도 및 교육 경험을 파악하는 것이다. 이를 위해 실제 주택 및 실내디자인 CAD 교과목에서 블렌디드 러닝을 적용하여 수업의 운영 및 내용, 수업 평가 등을 분석하였다. 수업 평가를 위해 강의 평가, LMS 활동평가, 수업을 진행한 전후 설문을 통한 블렌디드 러닝에 대한 경험 및 만족도를 조사하였다. 평가 결과는 장소와 시간의 제한 없이 실시간 피드백 기회의 부여, 다양한 상호작용의 기회 제공, 문자에 의한 대화 등 학습자의 활용도가 기존의 전통적인 대면 수업보다 우수하였다는 점에서 블렌디드 러닝 방식을 적용하는 것이 더 적절함을 시사한다. 또한, 사전조사의 결과, 네트워크나 기타 문제로 인해 집중도가 떨어지고 소통 부분에서 불편함을 느꼈다는 의견을 해결하기 위한 방안으로 디자인 실기 수업에서 이론 및 강의 부분은 비대면으로, 개별 질의응답 및 피드백은 대면 및 비대면으로 진행하여 사후조사 결과에서는 집중도와 효율성을 높일 수 있었음을 알 수 있었다. 이는 디자인 실기 수업에서 온라인 환경을 적극 활용할 수 있는 가능성을 시사한다.

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

본 연구는 COVID-19 pandemic으로 간호대학생의 정신간호학 임상실습이 제한되면서 블랜디드 러닝을 기반으로 한 정신간호학실습 프로그램을 개발하고 의사소통 능력, 협력적 자기효능감 및 학습전이동기에 미치는 효과를 확인하기 위한 연구이다. 연구는 2021년 10월 18일부터 2021년 12월 11일까지 간호대학생 64명이 참여 하였으며 온라인 구글설문지를 이용하여 실습 전과 실습 후에 설문지를 완성하였다. 수집된 자료는 SPSS 25.0 프로 그램을 이용하여 기술적 통계, paired t-test로 분석하였다. 연구결과, 대상자는 블렌디드 러닝을 기반으로 한 정신 간호학실습프로그램 전에 비해 후에 의사소통 능력, 협력적 자기효능감과 학습전이동기가 유의미하게 상승되었다. 본 연구결과를 통하여 블렌디드 러닝을 기반으로 한 정신간호학실습프로그램의 효과를 확인할 수 있었다. 추후 포 스트 코로나 상황에서도 임상현장실습을 대체하여 적용할 수 있는 정신간호학실습교육의 실행성과 후속연구의 근 거자료로 활용될 수 있을 것이다.

The study developed a psychiatric and mental health nursing practice program based on blended learning as nursing students` field practice in psychiatric and mental nursing practice was limited due to the prolonged COVID-19 pandemic. This is a study to evaluate the effect on communication competency, self-efficacy for group work, and learning transfer motivation through a psychiatric and mental health nursing practice program based on blended learning. From October 18, 2021 to December 11, 2021, 64 nursing students participated in the study using a structured Google questionnaire. The collected data was analyzed by descriptive statistics and paired t-test using the SPSS 25.0 program. As a result of the study, based on blended learning, the subjects' communication competency, self-efficacy for group work, and learning transfer motivation were significantly increased after compared to before psychiatric and mental health nursing practice education. Through the results of this study, it was possible to confirm the effect of the psychiatric and mental health nursing practice program based on blended learning.

본 연구의 목적은 초등학교 자녀를 둔 부모들의 효과적인 부모 역할 수행을 지원하기 위한 Blended-Learning 기반의 부모교육 프로그램 (Parenting Cross-fertilizing Program)을 개발하기 위해 교육대상자인 부모들의 요구를 분석하는데 있다. 연구방법으로는 설문조사와 포커스그룹 인터뷰를 실시하여 통계 분석하였고, 서울특별시에 있는 J초등학교의 교사와 학부모 총 80명을 조사대상자로 하였다. 포커스그룹 인터뷰는 학부모와 기관의 성격 및 요구를 대표할 수 있는 교사로 나누어 이루어졌으며, 학부모 인터뷰는 전업주부와 맞벌이주부 두 부분으로 표집하였다. 이 연구에 사용된 통계방법은 빈도분석, t-test, 일원배치 분산분석(ANOVA)이었다. 연구결과에 따르면 학부모들은 학부모 연수나 강연회와 같은 교육일반에 관한 내용으로 구성된 부모교육에 대해 관심이 없었고, PET, MPTI, PAT와 같은 검사를 통한 아동이해 혹은 부모자신의 이해 활동에는 적극적인 관심을 갖고 있었다. 또한, PC Program에서 선정된 내용의 선호도는 성별, 연령별, 학력별, 직업별 간의 유의미한 차이가 없는 것으로 나타났으며, PC Program 개발하기 위해 선정된 교육 내용들이 적절하다고 볼 수 있었다.

The purpose of this study is to assess the needs of parents with children studying in an elementary school and develop the Blended Learning-based Parent Education Program (Parenting Cross-fertilizing Program or PC Program) not only to increase parent efficiency and make families happy but also to return the benefits to society. The research is conducted through surveys and focus group interviews with a total of 80 parents and teachers from "J" elementary school. The focus group was divided into two. One was a group of parents, and the other was a group of teachers representing the school. The parent group was divided into housewives and married working couples. The analysis methods used for this research were Frequency Analysis, T-test, and ANOVA. According to the results of the study, parents are interested in activities that help them understand their children and themselves through PET, MPTI, PAT, but they did not show interest in parent training and lecture meetings about general education. Also, no significant pattern was noticeable among the parents with regard to their sex, age, educational level, profession, and group.

Purpose: This study proposed to examine the effects of a blended-learning orientation program executed for nursing students' clinical practice. Method: The participants were 61 nursing students in the experimental group and 57 in the control group. For the experimental group, a blended-learning orientation program was executed by e-learning (on-line) and lecture-led training (off-line) from two-week before the start of clinical practice in medical-surgical nursing. For the control group, orientation was given in the traditional lecture-led training by distributing printed materials before clinical practice. A pre-test was conducted on the experimental and control group before clinical practice, and a post-test was conducted after two-week of clinical practice in order to examine the effects of the orientation program. Results: After two-week of clinical practice, differences were observed between the experimental group and the control group in adaptation to clinical practice (F=10.242, p=.002), communication skills (F=4.305, p=.040) and clinical competence (F=6.823, p=.010). Conclusions: The blended-learning orientation program enhanced nursing students' adaptation to clinical practice, improved their communication skill and increased their clinical competence. Accordingly, it is recommended to develop and apply practical education using blended-learning in the area of nursing science.

본 연구의 목적은 일본어 중급 단계 학습자들에게 NHK「NEWS WEB EASY」라는 온라인 사이트를 소개하고, 오프라인 수업에서 「NEWS WEB EASY」의 기사를 활용한 수업설계방안을 통해 블랜디드러닝의 효과적인 방법을 제안하는 것이다. 본고에서는 「NEWS WEB EASY」를 활용한 블랜디드러닝을 통하여 첫째, 다양한 어휘 학습능 력을 배양하고. 둘째, 다양한 분야의 기사를 통해 일본문화 및 일본사정을 익히고. 셋째, 기사별 리스닝 파일을 통해 자연스럽게 리스닝 트레이닝을 실시하고, 넷째, 후리가나가 없는 파일을 학습자들에게 배포, 검색하게 함으로 한자 읽기 연습 및 어휘실력 향상에 도움을 주고. 다섯째, 낭독연습을 통하여 스피킹 실력을 향상시키는 방법에 대하여 제시하였 다. 「NEWS WEB EASY」를 활용한 학습을 통해 어렵다는 선입견으로 접할 수 없었던 뉴스기사를 학습함에 따라 일본을 이해하고 일본어 실력향상에 많은 도움이 되었다는 사실을 알 수 있었다 .

The purpose of this study is to introduce the NHK「NEWS WEB EASY」online site to intermediate level learners of Japanese language, and to teach effective methods of Blended Learning through the lesson planning method using「NEWS WEB EASY」Suggesting. First, this paper helped students cultivate various vocabulary learning ability through Blended Learning using「NEWS WEB EAS Y」, Second, helped them learn about Japanese culture and Japan through various articles, Third, helped them naturally perform listening training through listening files, Fourth, helped them practice reading Kanji and improve vocabulary skills by distributing the files without Furigana to them for search, and Fifth, showed them how to improve speaking ability by reading practice through learning using「NEWS WEB EASY」. We could learn the fact that the study helped students a lot understand Japan and improve their Japanese ability by learning news articles that they could not come across due to prejudice through learning using「NEWS WEB EASY」.

The purpose of this study is to present an effective Korean language writing education method that applies blended learning. Many difficulties can be found in many factors comprehended in writing education such as the students, the teachers, the learning environment and many others, but the biggest problem of them all is that a comprehensive course on writing education cannot be conducted during class due to time restraints. In order to address and overcome these limitations, a blended learning program was adopted and students were successfully induced to actively participate in the activities, To further increase educational effectiveness peer feedback activities were applied in real class. The analysis of results confirmed an improvement in educational effectiveness. Peer feedback types were considered from a linguistic, a responsive and an affective point of view. Students’ writings were compared before and after establishing peer feedback, and results confirmed that students’ writing could improve even without teacher feedback. By moving away from the traditional one-sided teacher feedback method, students started sharing feedback with their peers and were able to learn more about writing by interacting with them. Moreover, students’ motivation, interest and participation in the class clearly increased. Unlike writing that students only do once, peer feedback encouraged students to share and do more writing, and this not only helped students improve their writing skills, it also helped them improve their reading skills. Through this process that allows students to share their feedback with peers by using spoken language form, they did not only obtain benefits in written language but also in spoken language. This study presented a new method for Korean language writing education, an area that was long regarded difficult by both students and teachers. Practical applications in actual classes have shown positive results. The results of blended learning with focused on peer feedback have confirmed possibilities for application in Korean language writing education.

지금까지 blended learning에 대한 연구들은 기업교육을 토대로 그 효과성이 검증되어 왔으며, 이의 실천을 위한 전략들 역시 기업교육에 그 초점에 맞추어져 왔다. 기업교육과 비교해 볼 때, 학교교육에서의 blended learning은 별도의 실천전략이나 그 효과성들이 검증되지 못하였다. 이러한 문제의식을 토대로 이 연구는 blended learning 수업의 수용과 확산을 위한 기초 연구로서 그 의미를 갖는다. 이 연구에서는 대학교육에서 blended learning이 어떻게 전개되고 있는 양상을 살펴보고, 대학 구성원 특히 수업의 주체인 학습자와 교수자의 입장에서 blended learning이 어떻게 수용되고 있는지 살펴보고자 하였다. 이를 위해 본 연구는 국내 A대학에서 실시되고 있는 blended learning 수업의 전반적인 운영현황 및 제도적 장치에 대하여 살펴보았다. 또한 blended learning 강좌를 수강한 학생들을 대상으로 설문을 실시하여 수업실시 현황과 수업에 대한 만족도 및 수업개선을 위한 요구를 파악하였다. 또한 blended learning 수업을 진행한 교수자들을 대상으로 서면 인터뷰를 통해 수업진행과 수업효과에 대한 의견을 파악하였다. 이러한 연구 과정을 통해 대학교육에서 blended learning이 확산될 수 있는 가능성을 탐색하고, 이의 효율적인 운영과 발전을 위한 향후 과제를 제시하였다.

So far, most studies on blended-learning have been verified its effectiveness based on corporate education, and practice strategies on blended-learning have also been focused on corporate education in general. Compared to corporate education, blended-learning in school education has not been able to verify its effectiveness and practice strategies; therefore, this study has its significance as a basic research for acceptance and diffusion of blended-learning at a university education level. The purpose of this study is to understand how blended-learning is being accepted to learners and instructors, in particular as educational subjects among members of the university. For this study, the overall class management and institutional system of blended-learning classes which are being practiced at a domestic A university has been analyzed. Also, we conducted a survey for learners taking blended-learning classes about the class situation, class satisfaction, and needs for class improvement, along with a written interview for the instructors of blended-learning classes to analyze their opinions about the class management and effectiveness. This study tried to search for the possibility of diffusion of blended-learning at a university level and make suggestions for the effective class management of blended-learning.

본 연구는 체육 교육에서 사회적 구성주의와 블렌디드 러닝의 통합이 학생들의 학습 성과와 경험에 미치는 영향을 다양한 문헌들을 통해 분석하였다. 연구 결과, 블렌디드 러닝은 학생들의 학습 참여도와 성취도, 그리고 만족도를 높이는 데 효과적임을 확인하였다. 사회적 구성주의와 블렌디드 러닝의 통합은 학생들이 팀워크와 협력을 통해 지식을 구성하고 문제를 해결하며 창의적으로 사고할 수 있는 환경을 조성하였다. 또한, 구글 클래스룸, 비디오 주석 모듈, 클라우드 기술, 플립드 러닝 모델, 실시간 동기화 학습 도구 등의 디지털 도구가 블렌디드 러닝의 성공적인 적용을 지원하는 데 중요한 역할을 했다. 이러한 연구 결과는 체육 교육 현장에서 블렌디드 러닝의 확대 적용과 디지털 도구의 활용을 통해 학생들의 학습 경험을 더욱 풍부하고 의미 있게 만들 수 있음을 시사한다.

This study analyzes the impact of integrating social constructivism and blended learning on students' learning outcomes and experiences in physical education. The findings reveal that blended learning significantly enhances students' engagement, achievement, and satisfaction. The integration of social constructivism and blended learning fosters an environment where students can construct knowledge, solve problems, and think creatively through teamwork and collaboration. Digital tools such as Google Classroom, video annotation modules, cloud technologies, flipped learning models, and real-time synchronous learning tools play a crucial role in supporting the successful implementation of blended learning. These results suggest that expanding the application of blended learning and effectively utilizing digital tools in physical education can enrich and make the learning experience more meaningful for students.

본 연구는 초등학교에서 실시하고 있는 생존수영교육을 국내 현실에 적용 가능한 생존수영교육, 즉 이론과 실천 간의 간극을 줄일 수 있는 교육방법인 Blended learning 모델 개발을 위한 이론적 탐구를 통해 생존수영교육의 효과를 극대화하기 위한 기초자료를 제공하는데 그 목적이 있다. 이를 바탕으로 생존수영교육을 협력적으로 보완해 줄 수 있는 Blended learning 형태의 모형개발을 위한 이론적 모형은 다음과 같이 제시되었다. 첫째, 본 연구의 선행연구를 통해 생존수영교육에 대한 문제점을 보안하고자 Blended learning 모델을 제시하였다. 둘째, 오프라인 수업에서는 단계별, 학년별에 따른 단계별 학습과 실제상황에 적합한 학습과정을 구성하여 생존수영교육의 취지에 효과를 극대화해야 할 것이다. 셋째, 온라인 수업에서는 교육용 게임 모형을 통해 초등학생의 생존수영에 대한 경각심을 흥미로 지속시키며 자기주도 학습을 할 수 있도록 해야 할 것이다.

This study examines the effects of survival and swimming education through a theoretical inquiry for the development of a blended learning model that can reduce the gap between theory and practice, that is, survival and swimming education that can be applied to domestic reality. Its purpose is to provide basic data to maximize. Based on this, the theoretical model for the development of a model in the form of blended learning that can cooperatively complement survival swimming education is presented as follows. First, a blended learning model was proposed to secure the phosphorus problem of survival swimming education through the preceding research of this study. Second, in offline classes, it is necessary to maximize the effect on the purpose of survival swimming education by configuring a learning process appropriate to the actual situation and learning step by step and by grade. Third, in online classes, it is necessary to keep elementary school students' awareness of survival and swimming with interest through educational game models and enable self-directed learning.

이 연구는 실과 교육에서 블렌디드 러닝을 적용하기 위한 방안을 탐색하고 이를 바탕으로 하여 실과에서의 블렌디드 러닝을 위한 이론적 기초를 마련하기 위해서 수행되었다. 연구의 목적을 달성하기 위해서 초등학교 교사 중 블렌디드 러닝과 실과 교육에 전문성을 갖춘 교사 6명을 선정하여 심층 인터뷰를 실시하여 실과 교육에서의 블렌디드 러닝 적용 방안 유형을 도출하였다. 모든 인터뷰는 연구자가 직접 수행하였으며, 인터뷰 내용을 전사하고 인터뷰 일지를 작성하였다. 전사된 내용에서 블렌디드 러닝 유형을 도출하기 위한 분석은 연구자와 연구 보조원 2명의 공동 작업을 통해 수행되었다. 이 연구에서는 실과 교육에 적용 가능한 블렌디드 러닝의 유형으로서 상호 작용 보완형, 예습 활동 유도형, 실습 활동 보조형, 실습 활동 대치형, 홈프로젝트 지원형의 다섯 가지 유형을 도출하였다. 상호 작용 보완형과 예습 활동 유도형은 전형적인 면대면 수업과 온라인 공간의 블렌디드이며, 수업 시간과 실습 활동 시간이 부족한 실과 수업에서 가장 강력한 유형이라 할 수 있겠다. 또한 실습 활동 보조형은 실과의 실습 수업에 있어서 교사의 설명 및 시범과 온라인 자료의 결합은 또 다른 블렌디드의 접근이라 할 수 있다. 실과 교육에서 실제 상황과 가상 상황의 블렌디드는 바람직한 접근이라고 할 수는 없겠지만, 학교 실정을 반영하자면 실습 활동 대치형도 하나의 대안으로서 받아들일 수 있으리라 여겨진다. 실과의 수업에서 전통적으로 강조해 온 홈프로젝트 활동을 촉진하기 위해서는 학교 수업과 가정에서의 실천 활동을 연계하는 블렌디드 접근인 홈프로젝트 지원형도 보다 강화되어야 할 것이다.

This study was carried out to explore the strategies for applying blended learning to practical arts education and to prepare theoretic basis of blended learning in practical arts education. To accomplish these purposes depth interview was performed with 6 teachers who have specialty in blended learning and practical arts education. All of depth interviews were carried out by researcher, the contents were transcribed and the research journals were made out. To ensure the validity of analysis researcher and 2 research assistants were participated to analyze the types of blended learning. In this study 5 types of blended learning that applicable to practical arts education were identified - interaction complement type, preparation incitement type, practical exercise assistance type, practical exercise replacement type, and home project support type. Interaction complement type and preparation incitement type were typical blended types of traditional face-to-face learning and online learning, and were powerful types to practical arts education that lack of classes. Practical exercise assistance type was a blended approach teacher's explanation and demonstration with online materials in practical arts education. Practical exercise replacement type was not suitable to practical arts education, but the blended approach real situation and virtual situation was an alternative in practical arts education. Home project support type was a blended approach learning activity at school and practical activity at home, and was more strengthened in practical arts education.

Blended learning presents more complex features, which pose challenges for grade prediction. Using the course of Ideology, Morality, and Rule of Law in a blended learning environment as a case study, this paper extracted students' online and offline learning behaviors from the teaching system and online platform, including 10 features such as login frequency and the number of knowledge point assignments completed, using two feature selection methods. Moreover, the Transformer model was employed to predict students' final grades. The experiment found that both methods achieved the lowest mean absolute error (MAE) when retaining seven features, but the information gain rate method obtained an even lower MAE value of 0.078. In forecasting the final grades of 10 students, the Transformer model exhibited a maximum error of 1.91 points and a minimum error of 0.446 points. Compared to prediction methods like support vector machine, the Transformer model demonstrated lower MAE, mean square error, and root-mean-square error of 0.078, 61.336, and 7.832, respectively, indicating superior prediction performance; moreover, its R² was 0.773, which was higher. These findings support the potential application of the Transformer model in predicting ideological and political course grades in blended learning.

Purpose: The purpose of this study was to examine the effects of intrinsic motivation and e-learning strategies on nursing students' learning satisfaction in blended e-learning environment. Method: The survey was performed with 111 undergraduate nursing students who have taken community health nursing in 1 university. The data was collected by questionnaires and were analyzed with the IBM SPSS statistics 20.0, using descriptive statistics, Pearson's correlation coefficient and multiple regression. Results: The mean score for intrinsic motivation was 3.25, for e-learning strategies, 3.56, and for learning satisfaction, 3.69. Significant positive correlation among intrinsic motivation, e-learning strategies, and learning satisfaction. The regression model explained 41.4% of learning satisfaction. Both intrinsic motivation and e-learning strategies were significant predictor of learning satisfaction. Conclusion: In order to improve the learners' learning achievement and learning satisfaction in blended e-learning environment, intrinsic motivation should be strengthen and e-learning strategies should be developed.

This research proposes the composition logic of an Active Learning Environment (ALE), to enable discovery by learning through experience, whilst increasing knowledge about modern architectural heritage. Linking information to the historical heritage using Information and Communication Technology (ICT) helps to overcome the limits of previous learning methods, by providing rich learning resources on site. Existing field trips of cultural heritages are created to impart limited experience content from web resources, or receive content at a specific place through humanities Geographic Information System (GIS). Therefore, on the basis of the blended space theory, an augmented space experience method for overcoming these shortages was composed. An ALE space framework is proposed to enable discovery through learning in an expanded space. The operation of ALE space is needed to create full coordination, such as a Content Management System (CMS). It involves a relation network to provide knowledge to the rule engine of the CMS. The application is represented with the Deoksugung Palace Seokjojeon hall example, by describing a user experience scenario.

This study aims to investigate the effects of blended learning on Thai university students’ speaking ability, students’ learning motivation, as well as to explore students’ and teachers’ perceptions towards blended learning. Utilizing a mixed-methods embedded experimental research design, 56 students in the treatment group received blended learning instruction. Meanwhile, the other 46 students in the control group received traditional teaching instruction. In this study, the pre- and post-speaking tests and students’ learning motivation questionnaires were used to collect the quantitative data. The qualitative data were retrieved from students’ online reflection blogs and students’ and teachers’ semi-structured group interviews. Both descriptive and inferential statistical methods were then used to analyze the data. The research results revealed that blended learning instruction helped improve students’ speaking ability. Furthermore, the results indicated that students’ learning motivation was at a high level. Additionally, a great majority of both student and teacher participants had positive perceptions towards blended learning. The research results, therefore, conclusively proves that blended learning implementation is effective in improving students’ speaking ability and in attaining a high level of students’ learning motivation.

While e-earning systems seem to resolve the issues of time, space, and costs of education, these seeming advantages may overlook the perceptions of the students who take the courses. With particular consideration to the characteristics of the students who typically enroll in online courses, the current study investigates a possible blended learning model for cyber universities which includes onsite and video conferencing classes. A large amount of survey and interview data were collected to ascertain the hindrance factors present in the blended learning model and to suggest a blended learning model appropriate to a cyber university environment. The study identified hindrance factors in terms of the following four aspects of learning: learning environment, video conferencing classes and onsite classes, learners’ personality, and learners’ motivation. The characteristics of the cyber university’s demographic information can explain some of the hindrance factors. As the ultimate goal of traditional blended learning is to incorporate online and onsite learning to maximize the students’ onsite learning, the same is true for the online learning in the cyber university’s blended learning program. However, if course designers want to implement the model, as the current study suggests, it is necessary to consider the cyber university student-specific hindrance factors to guarantee the efficacy of the blended learning model.