다문화 학생의 학습 만족도 향상을 위한 블렌디드 러닝 기반 수업 모델

• 영문명: A Blended Learning-based Teaching Model to Improve the Learning Satisfaction of Multicultural Students
• 발행기관: 한국실행연구학회
• 저자명: 정광자 김혜숙
• 간행물 정보: 『교육실행연구』제1권 제1호, 89~111쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.05.31

국문 초록

국제결혼 가정, 외국인 가정의 자녀인 다문화 학생들이 비대면 환경에서 진행되는 학습 활동이 누적되면서 겪는 어려움으로 학습에 대한 만족도가 점차 감소한다. 다문화 학생들은 온라인에서 자기 주도 학습을 하면서 무기력한 학습 환경에 노출된다. 이로 인해서 온라인 학습에서 관심과 흥미가 떨어지면서 집중도가 낮아진다. 일부 다문화 학생들은 가정에서 온라인 학습 시 학습주제 파악과 학습 방법을 모르기 때문에 주어진 학습 문제를 스스로 해결하지 못하는 경우가 있다. 따라서, 이해하기 어려운 학습 내용에 대해서는 즉시 피드백을 받을 수 있는 학습 과정이 필요하며, 학습자, 교수자, 학습콘텐츠, 온라인과 오프라인 학습 환경이 유기적으로 상호작용할 필요가 있다. 이러한 문제를 효과적으로 해결하기 위해서 본 논문에서는 온라인과 오프라인 학습의 장점을 활용한 블렌디드 러닝 기반 수업 모델을 설계하여 적용하였다. 다문화 학생들의 학습 만족도 향상을 위해서 온라인 학습에서 자기 주도 학습에 어려움을 느끼는 국어와 도덕 과목을 선정하였다. 두 과목의 교과를 중심으로 총 10차시의 블렌디드 러닝 기반 수업 모델을 설계하여 활용하였다. 다문화 학생들을 대상으로 블렌디드 러닝 수업 모델을 설계하여 적용한 결과를 분석하기 위해서 사전・사후 설문 조사 결과의 평균을 비교하였다. 그 결과로 다문화 학생들은 학습 활동에 관심과 흥미를 갖고 적극적으로 참여하였으며, 그로 인해서 학업성취도가 향상되고 학습 만족도에서 긍정적인 변화가 나타났다.

영문 초록

For multicultural students (the children of international marriages and foreign families), satisfaction with learning gradually declined due to the difficulties they experienced from the increased use of a non-face-to-face learning environment. Multicultural students were left helpless as they lacked guidance navigating self-directed learning in online courses. As a result, their interest in online learning subsided. There was a need to provide immediate feedback for content that was difficult to understand. Learners, instructors, learning contents, and blended learning environments need to interact organically because multicultural students cannot grasp learning topics, know how to learn, and solve difficult learning problems. To effectively resolve these problems, a blended learning instructional model that utilizes the advantages of online and offline learning was designed and applied. This research process aimed to promote interests in positive learning among multicultural students. In this study, ten blended learning-based teaching models were designed to improve multicultural students' learning satisfaction, focusing on Korean and moral subjects. The instructional model was designed to be applied to the teaching and learning of multicultural students in five stages. First, the curricula of Korean and moral subjects were analyzed. By associating and integrating the Korean language and moral subjects of the relevant grade, learning was devised according to the subject achievement standards. Second, due to the nature of learning activities for multicultural students, the elements of multicultural education, (equality, anti-bias, and diversity) were added to the design of the instructional model. Third, online learning activities were conducted through real-time interactive communication with an e-learning center and Zoom. Offline learning activities included discussions, role plays, experiments and practices, and group activities. Fourth, online learning tools such as Padlet, Tinkerbell board, annotation, bulletin board, KakaoTalk, and Classting were used in online learning activities. Fifth, in connection with life, the environment, and humans and animals, learning topics were constructed by combining them with sustainable development goals (SDGs) centered on daily materials. Pre-and post-survey surveys were conducted and the results were compared to analyze the result of designing and applying the blended learning class model for multicultural students. The research results were derived by adding a class reflection journal and interviews to compensate for the deficiencies of the research conducted on the lower grades of elementary school. By designing and applying a blended learning instructional model suitable for multicultural students, multicultural students participated with interest in learning and showed positive changes in academic achievement and learning satisfaction.

목차

Ⅰ. 연구의 필요성 및 목적

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

키워드

블렌디드 러닝 블렌디드 러닝 수업 모델 다문화 학생 blended learning blended learning instructional model multicultural students