원격수업 교수활동이 학업성취도에 미치는 영향: 원격수업 유형별 만족도의 매개효과를 중심으로
Instructional activities and academic achievement: Mediation effects of class satisfaction with different online course delivery methods
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초록
원격수업은 소통의 동시성을 기준으로 크게 실시간(synchronous) 수업과 비실시간(asynchronous) 수업으로 구분된다. 그동안 원격수업과 관련된 많은 연구들은 고등교육 학습자를 대상으로 하거나 실시간과 비실시간 환경에서의 소셜미디어 활용, 토론 등 수업 이외의 활동으로 이루어졌다는 점에서 최근 초중고 학교 현장에서 이루어진 원격수업을 위한 시사점을 이끌어내는 데에는 한계가 있다. 이에 본 연구에서는 중학생을 대상으로 실시간 쌍방향 중심의 원격수업과 비실시간 동영상 기반의 원격수업에 대한 만족도를 살펴보고 이를 매개로 교사의 교수활동이 학업성취도에 미치는 영향을 분석하고자 하였다. 이를 위해 한국교육과정평가원이 실시한 2020년 국가수준 학업성취도 평가에서 중학교 3학년 데이터를 사용하여 주요 교과인 국어, 수학, 영어별 약 6,000여명을 분석대상으로 삼았다. 원격수업 상황에서 교사의 교수활동, 원격수업 만족도, 학업성취도로 구성된 경로모형을 설정하여 분석한 결과, 1) 모든 교과에서 교사의 교수활동이 원격수업 만족도를 매개로 학업성취도에 영향을 주는 것을 확인하였고, 2) 원격수업 유형별 만족도에 다섯 가지의 교수활동이 미치는 상대적 영향력 크기 차이가 존재했으며, 3) 비실시간 수업에서는 교과 전반에 걸쳐 교수활동 중 수업자료가 수업 만족도에 큰 영향력을 미치고 학업성취도에까지 영향을 주고 있었다. 이를 바탕으로 중학생 학습자를 위한 원격수업 및 교수활동에 대한 논의를 진행하고 후속 연구를 제언하였다.
Abstract
Generally online classes can be categorized into two types of delivery methods based on the simultaneity of communication―synchronous and asynchronous classes. Previous online learning literature have focused on either higher education settings, synchronous and asynchronous discussion activity, or the impact of social media use. However, studies on the relationship between different instructional activities and learning outcomes in K-12 online learning context are rarely conducted. Therefore, this study examines middle school students’ satisfaction with the two types of online course delivery methods, and the mediation effects of the satisfaction in the influence of teacher's instructional activities on academic achievement. For this study, we analyzed approximately 6,000 students in each of the three major subjects (i.e., Korean, Mathematics, and English) using the data of 3rd grade-middle school students collected from the 2020 National Assessment of Educational Achievement (NAEA). A path model consisting of five instructional activities, class satisfaction on the two types of online course delivery methods, and academic achievement was established and analyzed. Results showed that 1) teacher's instructional activities had an effect on academic achievement through class satisfaction as a mediator, 2) significant difference in the influence of the five instructional activities on the synchronous and asynchronous class satisfaction was found through Wald Z test, 3) specifically, ‘course material’ had a large influence on the class satisfaction in asynchronous classes, which ultimately affected the academic achievement. Based on these findings, implications and limitations of this study were discussed.
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