초등영어 예비교사 대상 온라인 강의의 효과 및 예비교사의 온라인 강의 유형별 인식

Effects of online education on pre-service primary English teachers’ learning and their perceptions of online lesson types

This study examines the effects of online telecommuting course on pre-service primary English teachers’ learning and teachers’ perceptions of online class types. In order to compare per-service English teachers’ academic performance between face-to-face classes and home-based online classes, the achievement test scores of 105 students from English education methodology courses were compared. Survey data were also collected from 73 pre-service teachers in the spring semester of 2020. The results show pre-service teachers’ achievement was higher in face-to-face classes than one in online classes regardless of their achievement level. However, the survey respondents answered that they learned most effectively from blended learning followed by online classes and face-to-face classes. Moreover, ‘PPT video’ was the most effective type in online home-based class, followed by ‘real-time zoom’, ‘voice only in PPT’, ‘ assigned online task’, and ‘classroom video’. Also, a class mixed with PPT video and real-time zoom was perceived as a more effective type of class than PPT video-only class and real-time zoom only class. The findings indicates teacher educators need to be aware of pre-service teachers’ preferences of online lesson types and consider how to improve pre-service teachers’ achievement. Important implications regarding online English lessons and pre-service English teacher education are discussed.