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온라인 수업에서 교수실재감, 학습접근, 만족도 및 학습효과 인식 간의 관계 분석

Examining the relationships among teaching presence, learning approaches, learners' perception of satisfaction and effectiveness in online learning environments

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주제분류교육학

초록

이 연구는 온라인 교육에서 학습자들의 깊이있는 학습접근을 유도하기 위한 요인으로 교수실재감을 상정하고, 교수실재감과 학습접근의 관계 및 이들 변인이 주요 성과변인인 학습자의 만족도와 학습효과성 인식에 미치는 영향을 분석하고자 하였다. 또한 학습접근이 교수실재감과 성과변인 간의 관계를 매개하는지를 알아보고자 하였다. 이를 위하여 온라인으로 대학원 과정을 수강하고 있는 성인학습자 130명에게 한 학기 동안의 수업 경험을 바탕으로 교수실재감, 학습접근, 만족도, 효과성에 대한 설문을 실시하였다. 연구 결과, 첫째, 교수실재감은 깊이있는 접근과 정적 상관, 피상적 접근과 부적 상관을 나타냈고 만족도와 효과성 인식과도 높은 상관관계를 보였다. 또한 깊이있는 학습접근은 만족도, 효과성 인식과 정적 상관, 피상적 접근은 만족도, 효과성 인식과 부적 상관을 나타냈다. 둘째, 교수실재감은 학습접근, 만족도, 효과성 인식을 예측하는 유의한 요인인 것으로 나타났다. 이 가운데 교수실재감은 학습만족도에 대한 설명력이 가장 높게 나타났다. 셋째, 깊이있는 접근은 만족도에 유의한 영향을 주었으며 깊이있는 접근과 피상적 접근은 각각 정적, 부적으로 효과성 인식에 영향을 주었다. 넷째, 깊이있는 접근은 교수실재감과 학습만족도, 교수실재감과 효과성 인식의 관계에서 매개효과를 가졌으며 피상적 접근은 교수실재감과 효과성 인식과의 관계에서만 매개효과를 가지는 것으로 나타났다. 이러한 결과를 바탕으로 관련 논의를 제시하였고 교수실재감을 높이고 온라인 성인 학습자들의 깊이있는 학습을 유도하기 위한 제언을 하였다.

Abstract

The purpose of this study was to examine the relationships among teaching presence, learning approaches, perception of satisfaction and effectiveness. To put it concretely, the effects of teaching presence on learning approaches, and their direct effects on satisfaction and effectiveness were investigated. In addition, the mediating effects of learning approaches on the relationship between teaching presence and learning outcome were analyzed. For this, the survey regarding teaching presence, learning approaches, perception of satisfaction and effectiveness was carried out targeting the cyber graduate school students. The research results are as in the following. Firstly, the results of correlation analysis, there was a significant positive correlation between teaching presence and deep approach, however, negative correlation between teaching presence and surface approach. Deep approach correlated with satisfaction and effectiveness positively, surface approach correlated with them negatively. Secondly, teaching presence was a significant factor to predict learning approach, perception of learners' satisfaction and effectiveness. Thirdly, deep approach had significant effects on learners' perception of satisfaction and effectiveness, but surface approach only had a significant negative effect on effectiveness. Finally, it was found that deep approach had a significant mediating effect on the relationship of teaching presence and satisfaction, but surface approach didn't have a mediating effect. Additionally, deep approach and surface approach had a significant mediating effect on the teaching presence and effectiveness. Based on these results, related discussion were presented and several suggestions for improving teaching presence and encouraging deep approach of online learners were proposed.

참고문헌 (63)

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