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대학수업에서 피드백 유형과 수업맥락이 피드백 성과에 미치는 영향

The Impact of Feedback Types and Classroom Context on Feedback Outcome in University Classes

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주제분류교육학

초록

본 연구는 대학수업에서 피드백 유형과 수업맥락(전공계열, 교수-학생 관계)이 피드백 성과(outcome)에 미치는 영향을 살펴보는 것을 목적으로 한다. 이를 위해 다변량 분산분석(MANOVA)을 활용하여 광주광역시 및 전라남도에 소재한 3개 대학교에 재학 중인 대학생 430명의 설문 자료를 분석하였다. 주요 결과는 다음과 같다. 첫째, 피드백 유형(구체적, 방향제시, 격려, 대화적, 적시적) 중에서 구체적 피드백, 격려 피드백, 대화적 피드백은 피드백 성과(이해, 성찰, 도움추구, 학습동기)에 유의한 효과를 나타냈다. 둘째, 수업맥락 변인인 교수-학생 관계는 모든 피드백 성과 변인에 유의미한 영향을 미치는 것으로 나타났다. 셋째, 피드백 성과에 미치는 수업맥락 변인(전공계열, 교수-학생 관계)과 피드백 유형의 상호작용 효과를 살펴본 결과, 수업맥락 변인에 따른 피드백 유형의 차별적 효과를 확인할 수 있었다. 마지막으로 교수-학생 관계는 구체적 피드백, 격려 피드백, 적시적 피드백이 피드백 성과에 미치는 효과를 조절하였고, 교수-학생 관계가 긍정적일수록 피드백의 효과는 높아지는 것으로 나타났다. 본 연구는 수업맥락과 효과적으로 밝혀진 피드백 유형이 피드백 성과에 미치는 영향을 검증하였으며, 수업맥락에 따라 피드백 유형의 차별적 효과를 다양하게 살펴봄으로써 수업맥락을 고려한 피드백 제공 방안을 제시하였다는 점에서 의의가 있다.

Abstract

The purpose of this study was to examine the impact of feedback types and class context (academic discipline, teacher-student relationship) on feedback outcome in university classes. Multivariate analysis of variance (MANOVA) was conducted to analyze the survey data of 430 students from three universities. The main results are as follows: First, among the types of feedback (elaborated, guiding, encouraging, interactive, and timely), elaborated feedback, encouraging feedback, and interactive feedback showed a significant effect on feedback outcomes (understanding, reflection, help-seeking, and academic motivation). Second, the teacher-student relationship positively impacted all feedback outcome variables. Third, as a result of examining the interaction effect of class context variables (academic discipline, teacher-student relationship) and feedback types on feedback outcome, differential effects of feedback types and class context were confirmed. Lastly, the teacher-student relationship moderated the effects of elaborated feedback, encouraging feedback, and timely feedback on feedback outcomes. The better the teacher-student relationship, the higher the feedback outcome was generated. By demonstrating the differential impact of feedback types and class context on feedback outcomes, the study suggests educators to consider the class context when providing student feedback.

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