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대학 비대면 수업에서 지각된 관계성, 온라인자기 조절학습, 인지된 학업성취, 만족도 간의 관계 분석

A Study on the Relationship Analysis between Perceived Relatedness, Online Self-Regulated Learning, Perceived Learning Gains, and Satisfaction of Non-Face-to-Face Classes in University

정한호
영재교육연구소 (Research Institute for Gifted & Talented Education, Soongsil University)|2022.03|교육과 학습: Global Creative Leader (Education & Learning: Global Creative Leader)|제12권 제1호|pp. 47-73|DOI 10.34226/gcl.2022.12.1.47

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만족도비대면 수업Non-face-to-face classonline self-regulated learning온라인자기조절학습지각된 관계성인지된 학업성취perceived relatednessperceived learning gainssatisfactionclassroom model
주제분류교육학

초록

본 연구의 목적은 비대면 수업에서의 지각된 관계성, 온라인자기조절학습, 인지된 학업성취, 만족도 간의 관계를 탐색하는 것이다. 본 연구에서는 온라인자기조절학습의 하위변인으로 과제전략, 자기평가, 학습환경구조화, 시간 관리 등을 설정하였다. 그리고 지각된 관계성, 온라인자기조절학습, 인지된 학업성취, 만족도 간의 구조적인 관계를 파악하였다. 이를 위해 본 연구에서는 코로나 팬데믹 상황에서 이루어진 대학 비대면 수업 환경에서의 온라인자기조절학습의 하위변인과 관련 변인 간의 관계를 구조적으로 탐색한 선행연구를 바탕으로, 연구모형을 수립하였다. 본 연구에서는 코로나 팬데믹에 따른 비대면 수업에 참여한 대학생들을 중심으로 편의표집을 하였으며 총 216명을 연구 대상으로 선정하였다. 본 연구를 통해, 첫째, 학습자의 인지된 학업성취가 만족도에 가장 큰 영향을 미친다는 점을 파악하였다. 둘째, 지각된 관계성이 과제전략, 자기평가, 학습환경구조화 등 온라인자기조절학습의 하위변인과 인지된 학업성취에 각각 직접적으로 미치는 영향을 파악할 수 있었다. 셋째, 온라인자기조절학습의 하위변인인 과제전략이 만족도에 직・간접적으로 미치는 영향력을 파악할 수 있었다. 또한, 온라인자기조절학습의 또 다른 하위변인인 자기평가가 만족도에 직접적으로 미치는 영향력을 파악할 수 있었다. 본 연구를 바탕으로, 비대면 수업 관련 교수자, 대학 관계자, 시스템 개발자에 제시하는 시사점을 제시하였다.

Abstract

The purpose of this study is to explore the relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction in non-face-to-face classes. This study established task strategy, self-evaluation, learning environment structuring, and time management as sub-variables of online self-regulated learning. Also, the structural relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction was identified. To explore the relationship between the above variables, in this study, a research model was established based on a previous study that structurally explores the relationship between sub-variables of online self-regulated learning and other variables in a non-face-to-face class environment. This study conducted a convenient sampling among college students who participated in non-face-to-face classes due to the Coronavirus pandemic, a total of 216 students were selected for the study. Through this study, first, it was identified that students’ perceived learning gains have the greatest effect on satisfaction. Second, it was identified that perceived relatedness exerts a direct influence on perceived learning gains and sub-variables of online self-regulated learning such as task strategy, self-evaluation, and learning environment structuring. Third, the impact of task strategy, a sub-variable of online self-regulated learning, on satisfaction, directly or indirectly, could be identified. In addition, it was possible to determine the direct influence of self-evaluation, another sub-variable of online self-regulated learning, on satisfaction. Based on this study, implications were presented for stakeholders related to non-face-to-face classes, such as professors, university officials, and system developers.

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