학교급별 및 지역 규모에 따른 학부모의 원격교육 인식 비교 연구
The Comparative Study on Parents’ Perception of Distance Education by School Level and Regional Size
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이 연구는 충청남도교육청 관내 초·중학생 학부모의 원격교육 인식, 실태, 역량, 그리고 디지털 대전환 시대를 대비하기 위한 원격교육의 실태와 요구, 지역 규모에 따른 원격교육 요인 간의 상호작용과 관계, 중요도 등을 조사하여 자녀에 대한 학부모의 원격교육 활성화 방안을 모색하는 데 목적이 있다. 이 연구를 위하여 충청남도교육청 관내 초등학생 학부모 521명, 중학생 학부모 308명, 전체 833명이 조사에 참여하였다. 연구의 주요 결과로 첫째, 요인분석 결과 4개의 주요인과 각각 2개씩의 하위요인이 도출되었다. 둘째, 요인분석의 결과를 지역 규모에 따라 초·중학생 학부모의 원격교육 인식을 이원분산분석한 결과, 학교급은 원격교육 실태와 역량, 지역 규모는 원격교육 인식에서 유의한 차이가 있었지만, 지역 규모에 따른 학교급의 상호작용은 없는 것으로 나타났다. 셋째, 원격교육 인식 관련 4개 요인을 상관분석 한 결과, 4개 요인과 각 하위영역에서 정적인 상관관계가 나타났다. 넷째, 도시와 농산어촌 초·중학생 학부모의 원격교육 역량에 영향을 미치는 요인은 ‘디지털 대전환 시대를 대비하기 위한 원격교육의 실태 및 요구’ > ‘원격교육 실태’ 순으로 나타났다. 위와 같은 연구 결과를 통해 얻은 결론은 첫째, 학교급을 고려한 블렌디드 수업 연구, 둘째, 학부모 교육, 셋째, 교육청 혹은 전국 단위의 상담창구 마련, 넷째, 학부모 네트워크의 활성화가 필요하다.
Abstract
This study investigates the distance education awareness, status, and capabilities of parents of elementary and middle school students within the Chungcheongnamdo Office of Education, the reality and needs of distance education to prepare for the era of digital transformation, and the interactions, relationships, and importance of distance education factors according to the regional scale. The purpose of the survey is to find ways to promote distance education for parents for their children. For this study, a total of 833 people, including 521 parents of elementary school students and 308 parents of middle school students within the Chungcheongnamdo Office of Education, participated in the survey. First, as a result of factor analysis, four main factors and two sub-factors were derived from the main results of the study. Second, as a result of a two-way analysis of variance on the distance education perceptions of parents of elementary and middle school students according to the regional size of the results of the factor analysis, there were significant differences in distance education status and capabilities at the school level and in the perception of distance education at the regional scale. It was found that there was no interaction between school levels. Third, as a result of correlation analysis of the four factors related to distance education awareness, a positive correlation was found between the four factors and each sub-area. Fourth, the factors affecting the distance education capabilities of parents of elementary and middle school students in urban and rural areas were in the following order: ‘Current status and needs of distance education to prepare for the era of digital transformation’ > ‘Current status of distance education.’ The conclusion drawn from the above research results is that, first, it is necessary to study blended classes considering the school level, second, parent education, third, establishment of a counseling center at the Office of Education or national level, and fourth, activation of parent networks.
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