한국 대학에서의 교수-학생 상호작용의 성격과 대학교육 학습성과에 대한 영향 분석: 대학 특성 효과 분석을 중심으로
The Nature and Effects of Student-Faculty Interaction on Higher Education Learning Outcomes in Korean Universities: Focusing on Effects of Institutional Characteristics
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이 연구는 교수-학생 상호작용의 성격을 분석하기 위해 영향 요인을 탐색하고, 교수-학생 상호작용이 분석적 사고력과 같은 대학교육 학습성과에 미치는 영향을 분석하였다. 특히, 대학의 구조적 특성 및 교육 환경적 특성에 따라 교수-학생 상호작용의 수준이나 대학교육 학습성과에 대한 교수-학생 상호작용의 영향이 달라지는지 분석하는 데 초점을 두었다. 이를 위해, 한국교육개발원에서 수집한 63개 4년제 대학에 속한 6,591명의 대학생의 자료를 바탕으로 하여 2수준 다층모형(HLM)을 활용하였다. 분석결과, 학생수준에서는 성별, 대학진학 첫 세대 여부, 고교내신, 학습시간 및 전공이, 대학수준에서는 소재지, 핵심기능, 규모와 강의의 질이 교수-학생 상호작용 수준에 영향을 주는 것으로 나타났다. 다음으로 학생수준과 대학수준의 교수-학생 상호작용은 다양한 학생 및 대학 특성 변인의 영향을 통제하고도 분석적 사고력에 긍정적인 영향을 미치는 것으로 나타났다. 분석적 사고력에 대한 교수-학생 상호작용의 효과는 대학마다 달랐으며, 규모와 재학생충원율이 이러한 차이와 관련되어 있는 것으로 나타났다. 연구결과가 의미하는 학술적, 정책적 시사점을 논의하였으며 후속연구를 통해 다루어져야 할 연구과제를 제시하였다.
Abstract
Using a national sample of 6,591 students from 63 Korean universities and a hierarchical linear modeling (HLM) approach, this study investigated the nature and effects of student- faculty interaction on learning outcomes of higher education with an emphasis on between college effects. Specifically, this study examined whether and/or how institutional features are related to different levels of student-faculty interaction and its effects on learning outcomes indicated by analytic competence. While the student-level variance in student-faculty interaction was explained by gender, being a first generation college student, and high school academic performance, the school-level variance was explained by location, mission, size, and teaching quality. Both the school-level interaction as well as the student-level interaction were found to be positively associated with analytic competence, even after controlling for the effects of various individual and institutional characteristics. The effects of student-faculty interaction on analytic competence varied across different universities; institutional size and higher rates of attracting high school graduates partly explained this differential effect. The paper discussed academic and practical implications of the findings.
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