| 초록 |
Jeong, Soyoung. (2023). The effects of interaction instructional design on learning flow and learning persistence: Focusing on the case of a online college English class at N university. The Linguistic Association of Korea Journal, 31(3), 25-49. The purpose of this study is to examine the relationship between each interaction type (instructor-learner, learner-content, learner-system) and learning flow and learning persistence in online college English class based on interaction instructional design. For this purpose, a web survey was conducted on 156 first-year students at N university in 2021. The findings of the research are as follows: First, there was a significant correlation between interaction types and learning outcome variables in class. Among them, interaction between learner-content and class flow (cognitive), interaction between instructor-learner and learning flow (cognitive, behavioral) showed the highest correlation. Second, among the interaction types, the factors that have the highest impact on learning flow were in the order of learner-content interaction, instructor-learner interaction, and learner-system interaction. Third, it was found that instructor-learner interaction precedes learner-content interaction as a factor that affects learning persistence. In conclusion, based on the results of this study, the interaction-based instructional design and methods were suggested to improve not only low-achieving English learner's interaction but also their learning flow and learning persistence. |
