e-러닝, b-러닝, 그리고 교실수업이 내용지식 습득과 영어능력 향상에 미치는 효과

Abstract

This paper investigates and compares the effects of e-learning, b(lended)- learning, and traditional classroom learning on Korean college students’ acquisition of the subject knowledge of a content course and on the improvement of their general English proficiency. Three intact classes were taught in English through the three respective ways and their acquisition of the content knowledge was measured through a final exam which contained different types of questions. The students’ English proficiency was also measured through a TOEIC-type paper test before and after the semester. The results of the study revealed the superiority of b-learning over e-learning and traditional classroom face-to-face learning in the acquisition of content knowledge. However, the change of the students’ English proficiency showed no significant differences between the three different types of learning.