사이버 가정학습이 초등학생의 영어 교과의 정의적 영역과 자기 주도적 학습능력에 미치는 영향

Abstract

The purpose of this study was to investigate whether or not 'Cyber home Learning' had any positive effects on the affective domain of elementary school children regarding their English subject and self-directed learning abilities. As for the research method, 40 children from two 5th grade classes in a local elementary school in Busan participated in the study for the period of 11 weeks. The Cyber Home Learning refers to the online learning program called 'Busan Cyber School Jump' developed by the Korea Education and Research Information Service (KERIS) and the children logged on the program twice a week. The instrument used to collect the data was the questionnaire survey. In order to examine the effects, the questionnaire surveys were conducted before and after the treatment of the cyber home learning on the participants. The quantitative data then were analyzed, using the i-STATistics package. The participants were also asked to write the learning log. The researcher also kept the class journal during the period. These qualitative data were used to examine the effects from broader perspectives. On the basis of the analysis of the data, the following results were drawn. First, the Cyber Home Learning was shown to be statistically significant on the affective domain of elementary school children in the area of the English subject. Second, the online learning program seemed to influence on self-directed learning abilities of the elementary school children positively, too, which corresponds to the results of other previous studies such as Kang (2010), Kim (2012) and Kim (2007). This shows that if we make optimal use of the Cyber Home Learning, we might expect students' improvement on their abilities of self-directed learning. It seems to suggest that it takes at least about a semester for them to get used to doing online work on their own as long as there is proper supervision of their work by a teacher on a regular basis. In conclusion, the findings of the current research seem to demonstrate that Cyber Home Learning, when their work progress is guided or positive feedback is provided by either a homeroom teacher or an English teacher properly, can contribute to elementary school students' affective domain in the area of their English subject and self-directed learning abilities positively. Although the study did not have sufficient time to look at specific kinds of teacher strategies which might promote elementary school children's affective domain further, it would be an interesting area to examine further in the future.