대학생의 온라인 강의 학습행태, 온라인 강의 시 학습자 특성, 학습만족도, 교수-학생 상호작용에 따른 온라인 강의 집중도
An Online Lecture Concentration According to Online Learning Behavior, Learner Characteristics, Learning Satisfaction, and Teacher-student Interaction of University Students
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity. Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration. Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001). Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.
Abstract
Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity. Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration. Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001). Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.
참고문헌 (20)
- "Expansion of non-face-to-face classes in the second semester of major universities in Daejeon due to the spread of COVID-19" (2020)[URL]
- "agang (cyber lecture) server down again?, university street confused by the opening cyber courses" (2020)[URL]
- 김상미, "코로나19 관련 온라인 교육에 관한 국내 언론보도기사 분석", 디지털콘텐츠학회논문지, 21(6), pp.1091~1100 (2020), 한국디지털콘텐츠학회[DOI]
- Heo HO, "The instructional considerations for integrating lecturebased classrooms with learning activities in cyberspace", The Journal of Educational Studies, 31(1), pp.131~152 (2000)
- 박명숙, "학습자 입장에서의 사이버 강의 만족에 관한연구: 대학에서 소비자교육 분야의 강의 사례를 중심으로", 한국가정과교육학회지, 19(4), pp.257~271 (2007), 한국가정과교육학회
- 노혜란, "대학생의 모바일러닝 집중도 차이에 따른 학습행태, 만족도에 관한 연구", 교육방법연구, 31(2), pp.231~252 (2019), 한국교육방법학회[DOI]
- 이의길, "사이버대학 성인학습자의 모바일러닝 활용실태 분석 및 학업성취도에 대한 모바일러닝 관련 인식의 영향 탐색", 컴퓨터교육학회 논문지, 17(3), pp.65~74 (2014), 한국컴퓨터교육학회[DOI]
- 노혜란, "대학이러닝 학습자의 모바일학습에서 학습행태, 학습스타일, 학업성취도에 대한 연구", 교육정보미디어연구, 25(3), pp.431~450 (2019), 한국교육정보미디어학회[DOI]
- 김수연, "동영상 강의 중 딴짓과 몰입의 세대 간 비교", 교육정보미디어연구, 25(2), pp.273~298 (2019), 한국교육정보미디어학회[DOI]
- Baek SG, "Inquiry on the concept of educational evaluation", Journal of Educational Evaluation, 13(1), pp.1~20 (2000)
- 이승한, "학습자들의 학습 동기와 집중력에 영향을 미치는 요인들", 인문사회 21, 11(2), pp.731~744 (2020), 사단법인 아시아문화학술원
- Kang MS, "Development of learners’ perceived interaction model and scale between learner and instructor in e-learning environments", master’s, pp.2010
- John M. Keller, "Strategies for stimulating the motivation to learn", Performance + Instruction, 26(8), pp.1~7 (1987), Wiley[DOI]
- Kim HY, "Self-directed learning ability, confidence in nursing skills and learning satisfaction according to web-based pre-learning of nursing students", master’s, pp.2017
- "Covid-19 disruption and response" (2020)[URL]
- Camargo CP, "Online learning and COVID-19: a meta-synthesis analysis", Clinics, 75(e2286), pp.1~4 (2020)[DOI]
- 최은영, "온라인 수업에 참여한 간호대학생의 딴짓에 영향을 미치는 요인", 한국융합학회논문지, 11(9), pp.433~441 (2020), 한국융합학회[DOI]
- Mahmoud Al-Balas, "Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives", BMC Medical Education, 20(1) (2020), Springer Science and Business Media LLC[DOI]
- Georges Bediang, "Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences", BMC Medical Education, 13(1) (2013), Springer Science and Business Media LLC[DOI]
- 정한호, "COVID-19로 인한 온라인 대체 강의가 대학생의 온라인 수업에 대한 지속적인 참여의도에 영향을 미치는 변인 탐색: 교수서비스, 비교수서비스, 지각된 교육품질, 만족도, 지속적인 참여의도 간의 구조적 관계 분석", Global Creative Leader: Education & Learning, 10(4), pp.109~134 (2020), 영재교육연구소