Traditional face to face and web‐based tutorials: a study of university students’ perception blended mode learning

다국어 초록 (Multilingual Abstract)

This study reports the results of a survey on the needs and attitudes of English as a foreign language (EFL) learners towards blended learning (an on-line course combined with off-line lecture classes) for an on-line general English course at the university level. Blended mode (Graham, 2006; Singh & Reed, 2001) is a growing field as an alternative to on-line or off-line only programs in language learning and teaching (Mantyla, 2001; Bersin, 2004). A survey was conducted with 33 off-line and 51 on-line university students, aiming to find useful information for developing distinctive blended learning models, one for on-line and the other for off-line environments. The findings are as follows: the two groups were similar in that i) distraction was thought of as the biggest disadvantage of on-line classes, ii) more than 42% of the students wanted to include some sort of off-line lecture combined with on-line contents, iii) about 60% of the students were willing to attend off-line lectures while taking an on-line course, and iv) the most preferred type of off-line class was such that the class meet biweekly for about two hours each time for team projects or assignment presentations and Q&A. Differences were also found: i) off-line students preferred off-line classes to on-line classes for general English courses (72% vs. 21%) whereas on-line students did not show such a preference (50% vs. 50%), ii) off-line students practically expected to attend off-line class more frequently than on-line students, and iii) on-line students showed a slight tendency to prefer Korean‐American teachers and English native speakers to Korean teachers whereas off-line students did not show such a preference tendency.
The results provide positive evidence for university students’needs as well as useful information for implementing distinctive blended mode in EFL courses for on-line and off-line university students.

다국어 초록 (Multilingual Abstract)

This study reports the results of a survey on the needs and attitudes of English as a foreign language (EFL) learners towards blended learning (an on-line course combined with off-line lecture classes) for an on-line general English course at the university level. Blended mode (Graham, 2006; Singh & Reed, 2001) is a growing field as an alternative to on-line or off-line only programs in language learning and teaching (Mantyla, 2001; Bersin, 2004). A survey was conducted with 33 off-line and 51 on-line university students, aiming to find useful information for developing distinctive blended learning models, one for on-line and the other for off-line environments. The findings are as follows: the two groups were similar in that i) distraction was thought of as the biggest disadvantage of on-line classes, ii) more than 42% of the students wanted to include some sort of off-line lecture combined with on-line contents, iii) about 60% of the students were willing to attend off-line lectures while taking an on-line course, and iv) the most preferred type of off-line class was such that the class meet biweekly for about two hours each time for team projects or assignment presentations and Q&A. Differences were also found: i) off-line students preferred off-line classes to on-line classes for general English courses (72% vs. 21%) whereas on-line students did not show such a preference (50% vs. 50%), ii) off-line students practically expected to attend off-line class more frequently than on-line students, and iii) on-line students showed a slight tendency to prefer Korean‐American teachers and English native speakers to Korean teachers whereas off-line students did not show such a preference tendency.
The results provide positive evidence for university students’needs as well as useful information for implementing distinctive blended mode in EFL courses for on-line and off-line university students.

참고문헌 (Reference)

1 Go, Y. J., "The effects of Blended e-Learning Programs on English speaking proficiency" Korea National Education University 2008

2 Cho, I. H., "The blended learning strategies and ROL" Credu 2003

3 Bersin, J., "The blended learning book" Pfeiffer 2004

4 Graham, C. R., "Blended learning systems: definition, current trends, and future directions. in: Handbook of blended learning" Pfeiffer 2006

5 Osguthorpe, R, T., "Blended learning environments" 4 (4): 227-233, 2003

6 Lee, H., "Blended e‐learning strategies for effective teaching in traditional universities" 2005

7 Mantyla, K., "Blended Learning: The power is in the mix. in: American Society for Training & Development" ASTD 2001

8 Singh, H., "A white paper: Achieving success with blended learning. in: American Society for Training & Development (ASTD) Sate of the Industry Report" 2001