온라인 강의에서 내용제시유형이 인지적 실재감과 학습효과에 미치는 영향
Examining the Effects of Tutor Delivery Modes on Cognitive Presence and Learning Outcomes in Online Lectures
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본 연구는 온라인 강의의 효과적인 설계 전략을 제시하기 위하여, 내용제시 유형을 동영상, 나레이션 그리고 텍스트로 제공하여 이에 따른 인지적 실재감과 학습효과의 차이를 규명하고자 하였다. 온라인 강의를 6주 동안 수강한 94명의 성인학습자를 대상으로 내용제시유형에 따른 인지적 실재감과 성취도, 만족도로 나타난 학습효과의 차이를 분석한 결과, 내용제시유형에 따라 인지적 실재감은 학습활동과 학습관리 측면에서 유의미한 차이가 있는 것으로 나타났으며, 동영상 유형이 가장 높은 인지적 실재감을 창출한 것으로 분석되었다. 또한, 지각된 성취도와 학업성취도로 측정된 성취도는 내용제시유형의 영향을 받는 것으로 분석되었으며, 나레이션 유형이 지각된 성취도에서 가장 높은 점수를, 텍스트 유형이 학업성취도에서 가장 낮은 점수를 낸 것으로 분석되었다. 마지막으로, 만족도 역시 제시유형에 따라 유의미한 차이를 보였고, 만족도 점수는 동영상이 가장 높았으며, 다음으로 나레이션, 텍스트 순이었다.
Abstract
The purpose of this study is to investigate learning effects by tutor delivery modes in online lectures for effective design strategies using multimedia. In order to examine the learning effects depending on tutor delivery modes, three types of web-based contents were designed and developed. The participants of this study were 94 undergraduates who was enrolled in an online course. They were randomly assigned to three groups and each group was given with different delivery modes of learning content. For six weeks, the delivery modes of each group were changed after every other two weeks. To prevent order effect caused by repeated measurements, latin square design was employed. Learning effects by tutor delivery modes was analyzed using analysis of variance (ANOVA). The results indicate that participants in video-based tutor mode demonstrated highest cognitive presence and satisfaction, followed by the narration-based tutor mode, and the character-based tutor mode; participants in the narration-based tutor mode showed higher perceived achievement than those in other modes; participants in the character-based tutor mode showed higher academic achievement than those in other modes. In conclusion, this study will contribute to provide more certain answers about the correlation between multimedia design strategies and its effectiveness. Furthermore, in an online learning environment, cognitive presence has an influence on deep learning, facilitating engagement to learning. In addition, the results of this study suggest design strategies to enhance cognitive presence. Further research is at stake to examine the effect of multimedia design strategies regarding its relationship with other factors in the entire learning process.
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