Abstract

The purpose of this study was to examine students' satisfaction and investigate the potential of improved learning outcomes in smart and blended learning environments. This paper reflects on the experience of the delivery of a program at H University in Seoul, Korea using smart and blended learning. The goal was to apply the findings to current blended learning models in order to explore possible modifications that may enhance learning environments for Korean university students. The participants were 19 students enrolled in an English Language major course, Speaking 2: Presentation, which aimed to teach students to deliver oral presentations in English. Data was collected from student questionnaires, the smart/blended learning platform English 360, and an instructor reflection journal in order to address the following research questions: 1) What are the students' perceptions of smart/blended learning environments?; 2) What are the benefits of smart/blended learning environments?; and 3) What are the drawbacks of smart/blended learning environments? The analysis of the data indicated that the overall student perception of smart and blended learning environments is positive. One of the primary findings was the importance of clear and transparent communication and organization of a smart and blended learning environment. Students indicated that they would be interested in additional courses that utilized smart/blended environments. (Contains 5 tables and 5 figures.)

Citation

Klemsen, K.M. & Seong, M.H. (2012). Reflection on the Use of Blended Learning at a Korean University. Journal of Pan-Pacific Association of Applied Linguistics, 16(2), 69-87. Retrieved September 1, 2024 from https://www.learntechlib.org/p/114224/.

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Keywords

• blended learning
• College Students
• Educational Benefits
• electronic learning
• English (Second Language)
• Foreign Countries
• Majors (Students)
• Oral Language
• Outcomes of Education
• Questionnaires
• reflection
• Second Language Instruction
• second language learning
• Skill Development
• student attitudes
• teaching methods
• universities