온라인 과학영재교육 프로그램에서의 학습자의 교수실재감, 수업인식, 학습결과간의 관계

키워드

참고문헌 (78)

1. 강명희, "사이버대학생이 인식하는 교수실재감, 학습실재감, 학습성과 간의 구조적 관계 규명", 교육정보미디어연구, 17(2), pp.153~176 (2011), 한국교육정보미디어학회
2. 강명희, "초등 혼합형학습에서 자기결정성 동기, 교수실재감, 학습성과 간의 구조적 관계 규명", 컴퓨터교육학회 논문지, 16(4), pp.1~11 (2013), 한국컴퓨터교육학회
3. 강명희, "초등 국어 디지털교과서 활용 수업에서의 학습효과에 대한 자기효능감과 교수실재감의 예측관계 분석", 교과교육학연구, 14(4), pp.787~806 (2010), 교과교육연구소[DOI]
4. 고은현, "e-러닝에서의 교수실재감 구인 요인에 대한 실증적 탐색", 교육정보미디어연구, 12(4), pp.263~287 (2006), 한국교육정보미디어학회
5. 고은현, "e-러닝 환경에서의 교수 실재감 측정도구 개발 연구", 박사, 교육학, pp.2007
6. 권성연, "온라인 수업에서 교수실재감, 학습접근, 만족도 및 학습효과 인식 간의 관계 분석", 교육공학연구, 27(3), pp.535~560 (2011), 한국교육공학회
7. 김규동, "사이버대학 이러닝 환경에서 학습자의 학업성취도에 미치는 영향 요인들의 관계 분석", 석사, 교육공학, pp.2010
8. 김규동, "이러닝에서 교수실재감, 학습참여도, 학습자-교수자 간의 상호작용 및 학업성취도 간의 구조적 관계 분석", 한국교육학연구, 18(1), pp.169~188 (2012), 안암교육학회[DOI]
9. 김나연, "사이버대학생의 교수실재감, 학습실재감, 학습성과의 구조적 관계 규명", 석사, 교육공학, pp.2011
10. 김미량, "사이버 가정학습에 대한 학습자의 태도 및 만족도 분석", 한국콘텐츠학회 논문지, 7(10), pp.44~58 (2007), 한국콘텐츠학회
11. 김보경, "협동학습기반 중학교 진로수업 학습성과에 대한 교수실재감과 상호작용 지각의 예측력 규명", 학습자중심교과교육연구, 15(12), pp.243~267 (2015), 학습자중심교과교육학회
12. 김세련, "온라인 수업환경에서 이러닝 준비도, 교수실재감, 학습자 참여 및 인지된 학업성취도에 대한 구조적 관계 분석", 교육정보미디어연구, 21(4), pp.687~710 (2015), 한국교육정보미디어학회[DOI]
13. 김정화, "이러닝 환경에서 e-튜터의 학습지원이 교수실재감과 학습실재감의 하위 변인에 미치는 구조적 영향력", 교육정보미디어연구, 16(3), pp.407~432 (2010), 한국교육정보미디어학회
14. 김지심, "기업 이러닝에서 실재감과 학습효과의 구조적 관계 규명", 박사, 교육공학, pp.2009
15. 김한주, "일반대학 이러닝에서 학습자요인, 교수실재감, 콘텐츠품질이 학습만족도 및 학습지속의향에 미치는 영향: 학습몰입의 매개효과를 중심으로", 교육종합연구, 13(2), pp.173~196 (2015), 교육종합연구소
16. 신나민, "원격현존감과 인터페이스에 대한 지각이 학습자의 사이버강좌 평가 및 학습활동에 미치는 영향", 교육공학연구, 21(3), pp.215~240 (2005), 한국교육공학회
17. 은주희, "평생교육프로그램에서 참여동기, 교수실재감, 학습성과 간의 관계", 교육방법연구, 25(2), pp.479~499 (2013), 한국교육방법학회[DOI]
18. 이성혜, "대학생이 지각하는 Merrill의 제1교수원리가 수업에 적용된 정도가 학습자의 인지적 참여에 미치는 영향", 교육공학연구, 30(1), pp.77~103 (2014), 한국교육공학회
19. 이성혜, "온라인 수학․과학 영재교육에서 중학생의 학습과제에 대한 지각과 도전감, 심층학습 및 성취도 간의 관계", 학습자중심교과교육연구, 16(1), pp.189~212 (2016), 학습자중심교과교육학회
20. 이영, "원격대학 이러닝에서 학습자 특성, 학습전략, 교수 실재감, 학습효과의 관계 규명", 박사, 교육학, pp.2011
21. 이정민, "사이버대학생의 학습성과에 대한 학습자 동기, 교수실재감, 학습몰입의 예측력 검증", 아시아교육연구, 12(1), pp.141~166 (2011), 교육연구소[DOI]
22. 주영주, "사이버대학에서 교수실재감, 인지적 실재감, 사회적 실재감과 학습성과와의 구조적 관계 규명", 정보교육학회논문지, 14(2), pp.175~187 (2010), 한국정보교육학회
23. 최경애, "온라인 영재교육 프로그램에서 중학생의 튜터 역할에 대한 인식이 심층학습, 학업성취, 수업평가에 미치는 영향", 영재교육연구, 25(6), pp.857~879 (2015), 한국영재학회
24. 최선용, "이러닝 환경에서 허용적 학습 분위기가 교수 실재감과 학습동기, 학업성취도에 미치는 효과", 석사, 교육학, pp.2008
25. Arbaugh, J., "Virtual classroom characteristics and student satisfaction with internet-based MBA courses", Journal of manage Education, 24, pp.32~54 (2000)
26. Arbaugh, J. B., "Does “teaching presence” exist in online MBA course?", The Internet and Higher Education, 9, pp.9~21 (2006)
27. Bong, M., "Between and within-domain relations of academic motivation among middle and high school students : Self-efficacy, task-value, and achievement goals", Journal of Educational Psychology, 93, pp.23~34 (2001)
28. Britner, S. L., "Self-efficacy beliefs, motivation, race, and gender in middle school science", Journal of Women and Minorities in Science and Engineering, 7, pp.271~285 (2001)
29. Bulte, Am. M. W., "A research approach to designing chemistry education using authentic practices as contexts", International Journal of Science Education, 28, pp.1063~1086 (2006)
30. Chae, Y., "Korean high school student perceptions of classroom quality : Validation research", Gifted and Talented International, 22(2), pp.68~76 (2007)
31. Chae, Y., "Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States", High Ability Studies, 22, pp.103~118 (2011)
32. Cordova, D. L., "Intrinsic motivation and the process of learning : Beneficial effects of constextualization, personalization, and choice", Journal of Educational Psychology, 88, pp.715~730 (1996)
33. Curram, J., "The robustness of test statistics to non-normality and specification error in confirmatory factor analysis", Psychological Method, 1, pp.16~29 (1996)
34. Davis, G., "Education of the gifted and talented" (2004), Allyn and Bacon
35. Entwistle, N., "Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments", Higher Education, 19(2), pp.169~194 (1990)
36. Garrison, D. R., "Critical inquiry in a text-based environment:Computer conferencing in higher education", The Internet and Higher Education, 2(2), pp.87~105 (2000)
37. Gentry, M., (2001), Creative Learning Press
38. Gentry, M., "Secondary student perceptions of classroom quality : Instrumentation and differences between advanced", honors and nonhonors classes, 2004, pp.16, 20~29
39. Gentry, M., "Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal : An initial instrument validation study", Journal of Secondary Gifted Education, 13, pp.192~204 (2002)
40. Gentry, M., "Students’ perceptions of classroom activities: Are there grade-level and gender differences?", Journal of Educational Psychology, 94, pp.539~544 (2002)
41. Gentry, M., "Gifted and non-gifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, My Class Activities...?", Journal for the Education of the Gifted, 24, pp.74~96 (2000)
42. Gentry, M., "Construct validity evidence for enrichment clusters and regular classrooms: Are they different as students see them?", Educational and Psychological Measurement, 58, pp.258~274 (1998)
43. Gentry, M., "Gifted students perceptions of their classroom activities : Differences among rural, urban, and suburban student attitudes", Gifted Child Quarterly, 45, pp.115~129 (2001)
44. Gentry, M., "Examining perceptions of challenge and choice in classrooms : The relationship between teachers and their students and comparisons among gifted students and other students", Gifted Child Quarterly, 46, pp.145~155 (2002)
45. Halonen, J. S., "The teaching of psychology:Essays in honor of Wilbert J. McKeachie and Charles. F. Brewer", pp.41~55 (2002), Lawrence Erlbaum Associates
46. Hu, "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives", Structural Equation Modeling, 6(1), pp.1~55 (1999)
47. Ke, F., "Examining online teaching, cognitive, and social presence for adult students", Computers & Education, 55(2), pp.808~820 (2010)
48. Keith, T. Z., "Multiple regression and beyond" (2006), Allyn & Bacon
49. Kessler, R., "The Teaching Presence", Virginia Journal of Education, 94(2), pp.1~12 (2000)
50. Klein, R. B., "Principles and practices of structural equation modeling" (2005), The Guilford Press
51. Lee, F. K., "Personality and goal-striving process : The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment", Journal of Applied Psychology, 88, pp.256~265 (2003)
52. Lutz, S. L., "Scaffolding for engagement in elementary school reading instruction", The Journal of Educational Research, 100, pp.3~20 (2006)
53. Marks, R. B., "A structural equation model of predictors for effective online learning", Journal of Management Education, 29, pp.531~563 (2005)
54. Pell, A. W., "Enjoyment and attainment in secondary school physics", British Educational Research Journal, 11, pp.123~132 (1985)
55. Pintrich, P. R., "Classroom and individual differences in early adolescents’ motivation and self-regulated learning", Journal of Early Adolescence, 14(2), pp.139~161 (1994)
56. Popham, W. J., "Teaching to the test", Educational Leadership, 58(6), pp.16~20 (2001)
57. Renzulli, J. S., "The multiple menu model: A practical guide for developing differentiated curriculum" (2000), Creative Learning Press
58. Schiefele, U., "Motiv ation and ability as factors in mathematics experience and achievement", Journal for Research in Mathematics Education, 26, pp.163~181 (1995)
59. Schiefele, U., "Topic interest and free recall of expository text", Learning and Individual Differences, 8, pp.141~160 (1996)
60. Shea, P., "Elements of Quality Online Education: Practice and direction", pp.279~290 (2003), Sloan-C
61. Shea, P., "Developing learning community in online asynchronous college courses : The role of teaching presence", Journal of Asynchronous Learning Networks, 9(4), pp.59~82 (2005)
62. Shea, P., "A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses", The Internet and Higher Education, 9(3), pp.175~190 (2006)
63. Shea, P., "Developing learning community in online asynchronous college courses : The role of teaching presence", Journal of Asynchronous Learning Networks, 9(4), pp.59~82 (2005)
64. Shea, P., "A follow-up investigation of"teaching presence"in SUNY learning network", Journal of Asynchronous Learning Networks, 7(2), pp.61~80 (2003)
65. Shea, P., "Elements of quality online education: Into the mainstream", pp.39~59 (2004), Sloan-C
66. Shea, P., "A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses", Internet and Higher Education, 9, pp.175~190 (2005)
67. Shirey, L. L., "Effect of interest on attention and learning", Journal of Educational Psychology, 80, pp.159~166 (1988)
68. Sorbal, D. T., "The problem-based learning approach as an enhancement factor of personal meaningfulness of learning", Higher Education, 29, pp.93~101 (1995)
69. Swan, K., "Virtual interaction : Design factors affecting student satisfaction and perceived learning in asynchronous online courses", Distance Education, 22(2), pp.306~331 (2001)
70. Swan, K., "Building learning communities in online courses : The importance of interaction, Education", Communication & Information, 2(1), pp.23~49 (2002)
71. Swan, K., "Elements of Quality Online Education, Into the Mainstream", pp.63~79 (2004), Sloan Center for Online Education
72. Tobias, S., "Interest and metacognitive word knowledge", Journal of Educational Psychology, 87, pp.399~405 (1995)
73. Turner, J. C., "Creating contexts for involvement in mathematics", Journal of Educational Psychology, 90, pp.730~745 (1998)
74. Wigfied, A., "Expectancy-value theory of achievement motivation", Contemporary Educational Psychology, 25, pp.116~119 (2000)
75. Yang, Y., "Gifted students’ perceptions of the regular classes and pull-out programs in South Korea", Journal of Advanced Academics, 23(3), pp.270~287 (2012)
76. Young, M. R., "The motivational effects of the classroom environment in facilitating self-regulated learning", Journal of Marketing Education, 27, pp.25~40 (2005)
77. Zimmerman, B. J., "Self-motivation for academic attainment : The role of self-efficacy beliefs and personal goal-setting", American Educational Research Journal, 29, pp.663~676 (1992)
78. Zhu, X., "Situational interest, cognitive engagement, and achievement in physical education", Contemporary Educational Psychology, 34(3), pp.221~229 (2009)

관련 논문AI추천