COVID-19로 인한 비대면 중학교 과학 수업에서 학생의 참여 형태 변화와 실재감 인식 탐색
Exploring Student Engagement and Sense of Presence in Online Science Classes due to COVID-19
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This study explored the ways in which students' learning engagement appeared in a science class, delivered online due to COVID-19, and how the students' sense of presence contribute to changes in engagement forms. Two students who significantly changed their form of engagement were selected as focus students. Students' learning engagement was analyzed through their observed behavioral characteristics, and their sense of presence was analyzed in terms of students' perceptions through interviews. As a result, Dongmin, who at first was only sure to attend online class after the teacher's phone call, recognized that he could get help from the teacher after face-to-face supplementary activity, and began to show engagement. When he felt that the members of his group regarded him as unhelpful, he only showed passive behavioral engagement. However, when he regarded his friends as members of a learning community with him, he showed cognitive engagement. On the other hand, Sumin adequately perceived presence in all types of classes. She recognized that she was a passive recipient of knowledge and she felt she shared time with her friends, which contributed to her showing only passive behavioral engagement. However, in the group discussion, she felt that she had to lead the discussion, and showed active behavioral engagement. This study will contribute to online science teaching, taking into account students' sense of presence.
Abstract
This study explored the ways in which students' learning engagement appeared in a science class, delivered online due to COVID-19, and how the students' sense of presence contribute to changes in engagement forms. Two students who significantly changed their form of engagement were selected as focus students. Students' learning engagement was analyzed through their observed behavioral characteristics, and their sense of presence was analyzed in terms of students' perceptions through interviews. As a result, Dongmin, who at first was only sure to attend online class after the teacher's phone call, recognized that he could get help from the teacher after face-to-face supplementary activity, and began to show engagement. When he felt that the members of his group regarded him as unhelpful, he only showed passive behavioral engagement. However, when he regarded his friends as members of a learning community with him, he showed cognitive engagement. On the other hand, Sumin adequately perceived presence in all types of classes. She recognized that she was a passive recipient of knowledge and she felt she shared time with her friends, which contributed to her showing only passive behavioral engagement. However, in the group discussion, she felt that she had to lead the discussion, and showed active behavioral engagement. This study will contribute to online science teaching, taking into account students' sense of presence.
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