비대면 환경에서 좋은 수업에 대한 학습자 인식 연구

Abstract

The purpose of this study was to analyze the contents of good classes perceived by learners in a non-face-to-face environment, and to explore ways to increase effectiveness in non-face-to-face teaching-learning situations after COVID-19. For this purpose, 154 essays written on the lessons experienced by students of K University located in Chungcheongbuk-do in a non-face-to-face environment were analyzed. The analysis framework for good class was categorized into instructor, class operation, and class effect. The study results are as follows. First, from the perspective of the instructor, the ability to execute instruction was recognized as an important factor. It is analyzed that in the non-face-to-face teaching-learning situation, the instructor expects how well the teacher delivers the learning content and controls the video lecture system such as the teaching medium for smooth class progress. Second, in terms of class operation, the development stage in which various teaching-learning interactions such as the use of abundant materials in class and inducing learning activities was analyzed as an important factor. Third, in terms of class effectiveness, classes in which the interest and values of class change were perceived as good classes. In other words, although it is important to understand knowledge and improve thinking skills in the cognitive domain, they recognized that classes in which internal changes occur are good classes. It is recommended to expand the recognition difference between the professor and the learner for the good classes and the comparative study for the good classes that the learner recognizes in the face-to-face and non-face-to-face environment to the subsequent research.