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강의의 질과 학업적 자기효능감이 온라인 강의만족도에 미치는 영향 - 항공서비스학과 학생을 대상으로 -

A Study on the Influence of Teaching Quality and Academic Self-Efficacy on e-learning Lecture Satisfaction - For Airline Flight Attendant Department Students -

백유진
한국호텔리조트학회 (Korea Hotel & Resort Association)|2020.12|호텔리조트연구 (Journal of Hotel & Resort)|제19권 제6호|pp. 365-382

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키워드

e-learning LectureTeaching QualityAcademic Self-Efficacy Satisfaction
주제분류관광학

초록

The purpose of this study was to provide the Influence of Teaching Quality and Academic Self-Efficacy on e-learning Lecture Satisfaction of Airline flight attendant department students' cognition. Due to COVID-19, most of universities continue e-learning lecture so it its necessary to redesign the model of finding out which factors are deeply related to lecture satisfaction. In order to find out the online lectures satisfaction, learners learned by preparing and recording lectures by instructors, were examined by dividing them into lecture quality and academic self-efficacy. Online lectures indicated the importance of learning environment (M=3.338), interaction (M=3.285), and class content (M=2.29). Academic self-efficacy showed that confidence (M=1.97)was the lowest among other factors. When looking at the correlation between lecture quality, academic self-efficacy, and lecture satisfaction, the correlation between class content and self-regulation efficacy (r=.886) was the highest, and between interaction and task difficulty preference (r=.878), There was a statistically significant correlation in the order of interaction and self-regulation efficacy (r=.875). For the purpose of this study, empirical analysis using SPSS 21.0 was performed.

Abstract

The purpose of this study was to provide the Influence of Teaching Quality and Academic Self-Efficacy on e-learning Lecture Satisfaction of Airline flight attendant department students' cognition. Due to COVID-19, most of universities continue e-learning lecture so it its necessary to redesign the model of finding out which factors are deeply related to lecture satisfaction. In order to find out the online lectures satisfaction, learners learned by preparing and recording lectures by instructors, were examined by dividing them into lecture quality and academic self-efficacy. Online lectures indicated the importance of learning environment (M=3.338), interaction (M=3.285), and class content (M=2.29). Academic self-efficacy showed that confidence (M=1.97)was the lowest among other factors. When looking at the correlation between lecture quality, academic self-efficacy, and lecture satisfaction, the correlation between class content and self-regulation efficacy (r=.886) was the highest, and between interaction and task difficulty preference (r=.878), There was a statistically significant correlation in the order of interaction and self-regulation efficacy (r=.875). For the purpose of this study, empirical analysis using SPSS 21.0 was performed.

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