온라인 교양영어 학습환경에서 학생 만족도와 지각된 학습에 미치는 영향 요인에 관한 연구
A Study on the Factors Influencing Student Satisfaction and Perceived Learning in an Online Liberal Arts English Learning Environment
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This study investigated the factors that can predict college students’ satisfaction and perceived learning in the online learning environment, namely self-efficacy in online learning, learner-content interaction, learner-instructor interaction, and learner-instructor interaction. The study consisted of 145 students. The survey employed six different measures: (1) OLSE, (2) LCI, (3) LI, (4) LI, (5) Student Satisfaction, and (6) Perceived Learning. The regression results of the model with perceived learning as a dependent variable confirmed that the entire model with three independent interaction variables (LCI, LII, and LLI) predicted statistically significantly perceived learning. According to hierarchical regression using student satisfaction as a dependent variable, a model with OLSE added to the original model of independent variables related to the three interactions was significant. A hierarchical regression with perceived learning as a dependent variable revealed that a model added OLSE to the original model of the three interaction-related independent variables was significant. The results of this study demonstrated that OLSE, LII, and LLI in online classes are important factors in student satisfaction and perceived learning.
Abstract
This study investigated the factors that can predict college students’ satisfaction and perceived learning in the online learning environment, namely self-efficacy in online learning, learner-content interaction, learner-instructor interaction, and learner-instructor interaction. The study consisted of 145 students. The survey employed six different measures: (1) OLSE, (2) LCI, (3) LI, (4) LI, (5) Student Satisfaction, and (6) Perceived Learning. The regression results of the model with perceived learning as a dependent variable confirmed that the entire model with three independent interaction variables (LCI, LII, and LLI) predicted statistically significantly perceived learning. According to hierarchical regression using student satisfaction as a dependent variable, a model with OLSE added to the original model of independent variables related to the three interactions was significant. A hierarchical regression with perceived learning as a dependent variable revealed that a model added OLSE to the original model of the three interaction-related independent variables was significant. The results of this study demonstrated that OLSE, LII, and LLI in online classes are important factors in student satisfaction and perceived learning.
참고문헌 (40)
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