기초학력 지원프로그램으로서 개별화 한글 파닉스 CAI 교육의 원격 수업과 원격-대면 혼합 수업의 효과 비교

Abstract

This study was designed to investigate whether CAI Hangeul phonics instruction, which was developed based on direct instruction, is also as effective when it was delivered via the real-time distance learning system only, and compared to when it was delivered in a combined setting, in-class learning, and real-time distance learning. Thirty-nine first and second graders were recruited from 20 elementary schools across four school districts. The combination group of 18 students received Hangeul phonics CAI instruction by visiting reading support centers run by the school districts. They also received CAI instruction via the real-time distance learning system. The real-time distance learning only group received the same CAI instruction from their schools or from their own homes. The results revealed that both the combination group and the distance learning only group improved their phonics abilities across all measures. Also, no difference was found regarding the students’ improvements between the two CAI groups. This study revealed an interesting result: When the teachers used a scientifically proven instructional software program, and if there is an adult present who supports the distance learning environments, CAI distance learning can bring sufficient improvements in young students’ phonics skills whether in-class instruction was added or not.