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대학생들의 수업환경에 대한 인식과 깊이 있는 학습접근, 학습성과 간의 관계 연구

The Relationships Among College Students' Perceptions of Teaching Environments, Deep Approaches and Learning Outcomes

권성연
한국열린교육학회 (The Korea Association of Yeolin Education)|2012.05|열린교육연구 (The Journal of Yeolin Education)|제20권 제2호|pp. 75-101|DOI http://dx.doi.org/

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higher education대학교육학습성과학습접근learning approacheslearning outcome수업환경에 대한 인식과정경험질문지(CEQ)perception of teaching(learning) environmentCEQ(Course Experience Questionnaire)
주제분류교육학

초록

본 연구는 대학교육의 학습성과에 영향을 주는 요인으로 수업환경에 대한 인식과 깊이있는 학습접근에주목하여 이들 변인간의 관계를 파악하는데 목적이 있다. 이를 위하여 대학 수업에 대한 학습자의 인식과깊이있는 접근, 학습성과로서 만족도, 학습효과 인식을 설문조사를 통해 파악하고 학생들의 시험 점수를분석하였다. 연구결과, 첫째, 수업환경 요인가운데 ‘좋은 수업’과 ‘일반기술 개발’이 깊이있는 접근과유의한 상관이 있었고 ‘적절한 평가’요소를 제외한 모든 수업환경 요소가 만족도와 유의한 상관이 나타났으며 ‘좋은 수업’과 ‘일반기술 개발’이 효과성 인식과, ‘적절한 과제부담’은 시험점수와 정적상관이 있었다. 깊이있는 접근은 만족도와 효과성인식과 정적 상관관계가 나타났으나 시험점수와의 관계는유의하지 않았다. 둘째, 전체적인 수업환경 인식은 깊이있는 접근에 유의한 영향을 주었고(p<.05), 깊이있는 접근은 만족도와 학습효과 인식에 유의한 영향을 주었다(p<.01). 또한 수업환경에 대한 인식은 세 가지학습성과에 모두 직접적인 영향을 주는 것으로 나타났다. 셋째, 수업환경 요소별 결과를 보면 ‘일반기술개발’이 깊이있는 접근에 영향을 주고 ‘좋은수업’과 ‘과제부담’이 만족도에, ‘좋은 수업’은 학습효과인식에, ‘적절한 과제부담’은 시험성적에 영향을 주는 것으로 나타났다. 넷째, 깊이있는 접근은 수업환경인식과 만족도와의 관계 및 수업환경인식과 학습효과인식과의 관계에서 매개효과를 가지는 것으로나타났다. 이러한 결과를 바탕으로 대학수업에 유용한 시사점을 제시하였다.

Abstract

This study investigated the relationships among perceptions of teaching environments, deep approaches and learning outcomes. For this purpose, a survey was conducted to collect the data about learners' perceptions of teaching environments and learning approaches. As for learning outcomes, learners' perceptions of satisfaction and learning effectiveness were surveyed, and the scores of the test were used. There were several interesting results. First, among factors of teaching environments, 'good teaching' and 'general skills' were correlated with deep approaches. All of the factors in teaching environments, except 'appropriate assessment', were positively correlated with learners' satisfaction with the course. The categories of 'good teaching'and 'general skills' were positively correlated with perceptions of learning effectiveness. The 'appropriate workload' and 'clear goals' were related with scores of the test. Deep approaches were related with level of satisfaction and perceptions of learning effectiveness, but not with test scores. Second, overall perceptions of teaching environments influenced on deep approaches, deep approaches influenced on satisfaction and perceptions of learning effectiveness significantly. Additionally, overall perceptions of teaching environments influenced positively on all three kinds of learning outcomes. Third, by factors of teaching environments, 'general skills' was a significant factor to predict deep approaches, 'good teaching' influenced on satisfaction, perceptions of learning effectiveness, and 'appropriate workload' influenced on satisfaction and test scores. Fourth, deep approaches had mediating effects between perceptions of teaching environments and satisfaction, perceptions of teaching environments, and perceptions of learning effectiveness. Based on these results, the implications for effective teaching and learning in university were suggested.

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