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대학의 대면수업과 비대면 원격수업에 대한 교수자 인식이 정서에 미치는 영향

The Influence of Instructors’ Perceptions of Remote Learning on Their Emotion in Online Higher Education

최효선|김은희
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2021.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제27권 제1호|pp. 53-78|DOI 10.15833/KAFEIAM.27.1.053

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참고문헌

키워드

코로나19COVID-19remote learningface-to-face learning대면수업teacher’s perception비대면 원격수업교수자의 수업 특성 인식교수자 정서teacher’s emotions
주제분류교육학

초록

교수자의 정서는 학습자의 정서와 학습효과에 영향을 미치는 주요 요인이다. 감염병으로 인한 세계 건강 위기가 교육의 위기로 확장되면서 비대면 원격수업을 진행하게 된 교수자는 여러모로 스트레스를 받고 있다. 이에 이 연구에서는 비대면 원격수업에 대한 교수자 인식이 교수자 정서에 어떠한 영향을 미치는지를 살펴보고, 비대면 원격수업에서의 교수자를 지원할 수 있는 방안을 모색해보고자 한다. 이를 위해 대학의 교수자를 대상으로 대면수업과 비대면 원격수업에 대한 인식과 정서를 알아보기 위한 설문조사를 실시하였으며, 411명의 교수자가 자발적으로 참여하였다. 그 결과 교수자는 대면수업에 비해 비대면 원격수업의 준비과정이 복잡하고, 학습내용이 어려우며, 학습량이 많은 방법으로 인식하였다. 또한 교수자가 비대면 원격수업과 대면수업의 특성을 어떻게 인식하는지에 따라 교수자의 긍정정서 및 부정정서에 차이가 있는 것으로 나타났다. 다시 말하면, 교수자가 비대면 원격수업을 대면수업과 동일하게 인식할수록 긍정정서는 높고, 부정정서가 낮은 것으로 나타났다. 이러한 결과에 비추어 대면수업과 상이한 비대면 원격수업에서의 교수자 역할을 안내할 필요가 있음을 지적하였다. 아울러 비대면 원격수업에 대한 피드백 체제와 교수자별 맞춤형 교육을 통한 비대면 원격수업의 지원을 제안하였다.

Abstract

Instructor’s emotion is a major factor influencing learner’s emotion and their learning effects. As the global health crisis caused by infectious disease has shifted to the crisis of education, teachers who have conducted emergency remote instructions are under stress in many ways. Therefore, this study aims to examine how instructors’ perception of remote instructions affects the emotions, and to seek ways to support instructors in remote learning courses. To solve these research questions, a survey was conducted for faculties to explore their perceptions and emotions about remote instructions, and 411 instructors voluntarily participated. As a result, instructors recognized that the preparation process for remote instructions was complicated, the learning contents were difficult, and the amount of learning was excessive. In addition, it was found that there was a difference in the positive and negative emotions of instructors according to how they perceived the characteristics of the remote learning and the traditional face-to-face courses. In other words, it was found that the higher the positive emotions and the lower the negative emotions, the more the instructor perceived the remote instructions as the traditional courses. Based on these results, it is necessary to guide the role of instructors into remote learning courses, which are different from face-to-face courses, and it is suggested to establish a feedback system for remote learning. In addition, it was proposed to support instructors’ remote learning classes through customized education for each instructor.

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