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코로나에 따른 대학에서의 비대면 팀학습에 대한 지속적인 참여의도에 영향을 미치는 동기, 지각된 가치, 만족도 간의 구조적인 관계 탐색

Exploring the Structural Relationship between Motivation, Perceived Value, and Satisfaction Influencing the Intention to Continue Participating in Distance-Based Team Learning in University Due to COVID-19

정한호
교육연구소 (CNU Research Institute of Education)|2021.10|교육문화연구 (Journal of Education & Culture)|제27권 제5호|pp. 291-316|DOI 10.24159/joec.2021.27.5.291

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참고문헌

키워드

COVID-19동기motivation코로나지속적인 참여의도Intention to continue participation원격기반 팀학습online distance team learning

초록

본 연구에서는 코로나로 인한 원격기반 팀학습에서의 동기, 지각된 가치, 만족도가 대학생의 참여의도에 미치는영향력을 탐색하였다. 이를 위해, 원격기반 팀학습에 대한 지속적인 참여의도에 영향을 미치는 변인들을 설정하고변인 간의 관계성에 관한 최적화된 모형을 수립하였다. 또한, 본 연구에서는 원격기반 팀학습 관련 실용적, 사회적, 유희적 동기를 외생변인, 원격기반 팀학습에 대한 지각된 가치와 만족도를 매개변인으로 설정하고 지속적인 참여의도에미치는 영향력을 구조적으로 탐색하였다. 본 연구에서는 2020학년도 1, 2학기 연속으로 100% 원격기반 팀학습에참여한 경험이 있는 대학생들을 중심으로 연구대상 213명을 선정하였다. 연구결과, 첫째, 지각된 가치가 팀학습에대한 지속적인 참여의도에 직·간접적으로 가장 커다란 영향을 미치는 것으로 나타났다. 둘째, 유희적 동기가 팀학습에대한 지속적인 참여의도에 두 번째로 큰 영향을 직·간접적으로 미치는 것으로 나타났다. 셋째, 실용적 동기가 지각된가치와 만족도를 매개로 팀학습의 지속적인 참여의도에 미치는 간접적인 영향력을 구조적으로 파악할 수 있었다. 본 연구에서는 비대면 원격상황에서의 팀학습의 효율적인 방안에 대한 논의 및 시사점을 제안하였다.

Abstract

This study explored the influence of motivation, perceived value, and satisfaction on the intention of university students to continuously participate in distance-based team learning COVID-19. To this end, the study derived variables that had influenced the continuous participation intention in distance-based team learning and formed an optimized model for the relationship between variables. Additionally, in this study, the utilitarian, social, and hedonic motives related to distance-based team learning were set as exogenous variables, and the perceived value and satisfaction of distance-based team learning were set as mediators. Furthermore, the study structurally explored the influence on continuous participation intention. Due to the COVID-19 outbreak, the selected research participants were predominantly university students who had participated in complete distance-based team learning for both the first and second semesters of 2020. Accordingly, first, the study found that perceived value had the greatest direct and indirect effect on the intention to continuously participate in team activities. Second, the study found that hedonic motivation had the second-largest influence, directly or indirectly, on the intention to continuously participate in team activities. Third, the indirect influence of utilitarian motivation on the continuous participation intention toward distance-based team learning could be structurally grasped through perceived value and satisfaction. This study presented effective plans and implications for online distance team learning performed in a remote situation.

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