교수자와 학습자 간의 소통과 학습자의 자발적･비자발적 학습 선택이 온라인 학습의 학습 몰입에 미치는 영향
The Effects of Instructor-Learner Communication and Learener’s Voluntary and Non-voluntary Selection of the Course on Learning Engagement in Online Learning
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본 연구의 목적은 교수자와 학습자 간의 소통과 학습자의 자발적･비자발적 학습 선택이 온라인 수업의 학습 몰입에 미치는 영향에 대해 알아보는 것이다. 이 연구를 위해 자발적으로 학습 선택을 한 23명의 학습자와 비자발적으로 학습을 선택한 18명의 학습자를 실험대상으로 하였다. 교수자와 학습자 간의 소통과 자발적･비자발적 학습 선택 의지가 학습 몰입에 미치는 영향을 조사하기 위해, 인지적･정의적 변인의 학습몰입척도를 사용하였으며 t검증을 하였다. 데이터 분석 결과, 비자발적으로 과목을 선택한 학습자 집단에서는 교수자가 학습몰입에 대단히 영향을 미치는 것으로 나타났지만, 자발적으로 학습을 선택한 집단에서는 통계적으로 유의미한 차이를 보이지 않았다. 또한 자발적･비자발적 학습 선택에 따른 학습자들의 온라인 학습에 대한 몰입요인을 알아보기 위해 개방형 설문을 사용하였다. 온라인 학습 몰입에 관해 교수자와 학습자 간의 소통의 중요성 이외에도 많은 요인들이 있음을 보여 주었다. 이 연구결과를 토대로 교수자들은 온라인 수업을 계획하고 구성을 할 때 학습자의 학습 선택 상황도 고려해야 할 것으로 보인다.
Abstract
The purpose of this study is to investigate the effects of communication between Instructor and Learners and voluntary and non-voluntary selection of the course on learning engagement in online learning. The participants in this study were 23 students who selected the class voluntarily and 18 students non-voluntarily. To verify the effect of instructor’s communication and learners’ voluntary and non-voluntary selection of the course on learners’ learning engagement, cognitive and affective learning flow scale was surveyed and analyzed by t-test. The result of data analysis showed that there were statistically significant differences in instructor’s role for engagement in online lectures in non-voluntarily selected course group, but not in the voluntarily selected course group. Also, the research used open-ended questionnaire to investigate factors on voluntary and non-voluntary learners’ online learning engagement. Various factors came from the responses except the value of communication between instructor and learners for online learning engagement. Based on these findings, the study suggests that lecturers should consider the context of learner’s course selection when planning and designing online courses.
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