학술논문
블렌디드 러닝에 대한 유아특수교사의 경험
Experiences of Early Childhood Special Education Teachers with Blended Learning
Experiences of Early Childhood Special Education Teachers with Blended Learning
Document Type
Article
Author
Source
특수아동교육연구 / The Journal of Special Children Education. Jun 25, 2023 25(2):157
Subject
Language
Korean
ISSN
1229-8301
Abstract
연구목적: 본 연구는 블렌디드 러닝에 대한 유아특수교사의 경험과 성공적인 블렌디드 러닝 운영시 필요한 지원요구사항을 알아보기 위한 목적으로 실시하였다. 연구방법: B시 소재 특수학급이 있는 유치원 및 특수학교에 재직하고 있으며, 블렌디드 러닝 운영 경험이 있는 유아특수교사 6명을 대상으로 심층 면담을 실시하였다. 면담내용은 개방형 코딩을 통한 질적 분석을 실시하였다. 연구결과: ‘블렌디드 러닝 운영의 어려움’, ‘블렌디드 러닝 운영을 위한 노력’, ‘블렌디드 러닝 운영의 효과’, ‘블렌디드 러닝 운영 시 고려할 점’, ‘블렌디드 러닝 운영을 위한 지원’, ‘가정과의 연계를 위한 지원’의 총 6개의 핵심범주를 중심으로 19개 하위범주가 도출되었다. 결론: 본 연구결과는 유아특수교육현장에서 내실 있는 블렌디드 러닝 실행을 위한 기초자료를 제공하였다는 점에서 의의가 있다.
Purpose: The purpose of this study was to investigate the experiences of early childhood special education teachers with blended learning and to identify the support requirements necessary for successful operation of blended learning. Method: Six early childhood special education teachers employed at special education schools located in B city who had experience with blended learning were selected as participants, and in-depth interviews were conducted with them. The interview content was analyzed qualitatively using an open coding method. Results: Based on the interviews, six core categories were identified as follows: ‘Challenges in operating blended learning', 'Efforts for operating blended learning', 'Effects of blended learning', 'Considerations for operating blended learning', 'Support for operating blended rning', and 'Support for home-school collaboration', and a total of 19 subcategories were derived within these six core categories. Conclusion: The significance of this study lies in providing foundational data for the effective implementation of blended learning in early childhood special education settings.
Purpose: The purpose of this study was to investigate the experiences of early childhood special education teachers with blended learning and to identify the support requirements necessary for successful operation of blended learning. Method: Six early childhood special education teachers employed at special education schools located in B city who had experience with blended learning were selected as participants, and in-depth interviews were conducted with them. The interview content was analyzed qualitatively using an open coding method. Results: Based on the interviews, six core categories were identified as follows: ‘Challenges in operating blended learning', 'Efforts for operating blended learning', 'Effects of blended learning', 'Considerations for operating blended learning', 'Support for operating blended rning', and 'Support for home-school collaboration', and a total of 19 subcategories were derived within these six core categories. Conclusion: The significance of this study lies in providing foundational data for the effective implementation of blended learning in early childhood special education settings.