뷰티전공 성인학습자의 비대면 수업 교육방식이 학습실재감에 미치는 영향
The Impact of Non-face-to-face Class Teaching Methods on the Sense of Learning Presence of Beauty Major Adult Learners
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The purpose of this study is to investigate the impact of virtual teaching methods on learning presence. The study cohort included 237 men and women in their 20s to 50s residing in Seoul and Gyeonggi Province, South Korea. Hypothesis 1 suggested a significant impact of virtual classes on cognitive presence. Study results found the sub- factors of class content and learning environment to have a statistically significant positive (+) effect. Hypothesis 2 investigated the impact of virtual classes on emotional presence, and the sub-factors of class content and learning environment were found to have a statistically significant positive (+) effect. Hypothesis 3 investigated the impact of virtual classes on the sense of mutual presence. In this instance, study results found that the sub-factor class content had no significant effect on the sense of mutual presence, and the learning environment had a statistically significant positive (+) effect. Overall, this study found that virtual teaching methods positively impact the sense of learning presence in this group.
Abstract
The purpose of this study is to investigate the impact of virtual teaching methods on learning presence. The study cohort included 237 men and women in their 20s to 50s residing in Seoul and Gyeonggi Province, South Korea. Hypothesis 1 suggested a significant impact of virtual classes on cognitive presence. Study results found the sub- factors of class content and learning environment to have a statistically significant positive (+) effect. Hypothesis 2 investigated the impact of virtual classes on emotional presence, and the sub-factors of class content and learning environment were found to have a statistically significant positive (+) effect. Hypothesis 3 investigated the impact of virtual classes on the sense of mutual presence. In this instance, study results found that the sub-factor class content had no significant effect on the sense of mutual presence, and the learning environment had a statistically significant positive (+) effect. Overall, this study found that virtual teaching methods positively impact the sense of learning presence in this group.
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