매체 환경에 따른 수업 참여 행동 변화 탐색 - 실시간 온라인 수업과 교실 수업에서의 수업 의사소통 참여 및 말하기 효능감의 변화를 중심으로 -
Exploring Changes in Class Participation Behavior Based on the Media Environment: Focusing on class communication participation and speaking efficacy
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This study explores the differences among learners’ communication participation behavior between offline classroom and real time online classes. The difference between participation in class communication and speaking efficacy was verified using t.test and multiple regression analysis. Learners showed higher participation in class communication (opinion expressing behavior) and speaking efficacy (low speaking apprehension) in the online environment. The study also examined whether gender and avoidance level influence participation in online class communication and online speaking efficacy. The variables that explain the participation in online class communication and speaking efficacy were different. For one, the gender avoidance level was statistically significant to explain online classroom communication participation. For another, the avoidance level was statistically significant to explain online speaking efficacy. The results of the study show the differences between the communication characteristics of the media environment and spoken and written language. They also provide the implications for the design direction of real-time online classes.
Abstract
This study explores the differences among learners’ communication participation behavior between offline classroom and real time online classes. The difference between participation in class communication and speaking efficacy was verified using t.test and multiple regression analysis. Learners showed higher participation in class communication (opinion expressing behavior) and speaking efficacy (low speaking apprehension) in the online environment. The study also examined whether gender and avoidance level influence participation in online class communication and online speaking efficacy. The variables that explain the participation in online class communication and speaking efficacy were different. For one, the gender avoidance level was statistically significant to explain online classroom communication participation. For another, the avoidance level was statistically significant to explain online speaking efficacy. The results of the study show the differences between the communication characteristics of the media environment and spoken and written language. They also provide the implications for the design direction of real-time online classes.
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