DOI QR코드

DOI QR Code

대학의 온라인 수업지원이 학습실재감을 매개로 학습참여도에 미치는 구조방정식 모형 분석

An analysis of the structural equation modeling for the effect of university's online class support on learning participation through learning presence

  • 김지효 (단국대학교 자유교양대학) ;
  • 임희주 (단국대학교 자유교양대학)
  • Kim, Ji-Hyo (College of Liberal Arts, Dankook University) ;
  • Im, Hee-Joo (College of Liberal Arts, Dankook University)
  • 투고 : 2021.02.02
  • 심사 : 2021.05.20
  • 발행 : 2021.05.28

초록

이 연구의 목적은 대학의 온라인 수업에 대한 대학의 운영 및 시스템지원이 학습실재감을 매개로 학습참여도에 미치는 영향을 분석하고 구성요인들 간의 구조적 관계를 탐색하는 것이다. 연구목적을 달성하기 위해 온라인수업으로 이루어지는 공통교양과목 중 '대학영어2' 수강생 135명을 대상으로 구조방정식 모형의 확인적 요인분석을 통해 연구모형의 적합도 분석과 경로구조 분석을 실시했다. 연구결과, 첫째, 온라인 수업환경에 대한 대학의 운영지원이 학습자의 학습실재감에 정적인 영향을 치는 것으로 나타났다. 둘째, 온라인 수업환경에 대한 대학의 운영지원이 학습실재감을 완전매개하여 학습참여도에 긍정적 영향을 미치는 것으로 나타났다. 본 연구는 대학의 온라인 수업에서 환경특성 요인인 온라인 수업에 대한 지원, 학습자 특성 요인으로 학습실재감, 학습참여도간의 구조적 관계를 규명하여 온라인 학습장면에서 학습참여도에 대한 이해의 폭을 넓히고 교수·학습 설계에 고려해야 하는 시사점을 제시해 주었다는 점에서 연구의 의의를 지닌다.

The purpose of the study is to explore the effect of university's managing and system support in online classes on learning participation mediated by learning presence and to examine the structural relationship between the factors. In order to achieve the purpose of the study, 135 students who take online "College English 2" classes were analyzed for the fitness of the research model and the path and structural analysis through a confirmative factor of the structural equation model. As a result of the study, first, the university's managing support for online class showed a positive effect to learning presence. Second, the university's managing support for online classes completely mediated learning presence and had a positive effect on learning participation. This study can clarify the structural relationship between environmental factors which are online class support and learners' characteristics in university online class, learning presence, and learning participation and can broaden the understanding of learning participation in online classes. It gives the implications that should be considered in teaching and learning design.

키워드

참고문헌

  1. Ministry of Education. https://www.moe.go.kr/boardCnts/view.do?boardID=294&lev=0&statusYN=W&s=moe&m=0204&opType=N&boardSeq=82353
  2. Y. J. Joo, J. Y. Kim & H. R. Choi. (2009). Investigating the structural relationship among self-regulated learning, learning flow, satisfaction and learning persistence in corporate e-learning. Journal of Educational Technology, 25(4), 101-124. https://doi.org/10.17232/KSET.25.4.101
  3. G. Heo. (2014). A study on the structural equation modeling for the effect of e-learning. Journal of Internet Computing and Service, 15(6), 77-84. https://doi.org/10.7472/jksii.2014.15.6.77
  4. D. R. Garrison, T. Anderson & W. Archer. (2000). Critical inquiry in a text-based environment: computer conferencing in high education. The Internet and Higher Education, 2(2-3), 87-105. DOI: 10.1016/s1096-7516(00)00016-6
  5. M. J. Wang & M. Kang. (2006). Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology. In E. M. S. Khine (Ed.), Engaged Learning with Emerging Technologies (pp.225-253), New York: Springer Publishing. DOI: 10.1007/1-4020-3669-8_11
  6. K. D. Kim, Y. J. Ko, K. U. Choi & I. W. Park. (2012). A study on effective factors on academic achievement in e-learning environments. The Korea Educational Review, 18(1), 169-188.
  7. M. H. Kang, H. Y. Jung, M. J. Kim, S. Y. Um, H. J. Park. (2009). Testing the predictability of the learning presence on interactions among students and students' academic achievement in the web-based problem based learning environment. Journal of Research in Curriculum & Instruction, 13(4), 937-960. https://doi.org/10.24231/rici.2009.13.4.937
  8. K. H. Pak & Y. M. Kim (2019). The difference analysis of learning presence in online discussion learning based on E-learning. Global e-Business Association, 20(5), 95-109. DOI: 10.20462/tebs.2019.10.20.5.95
  9. N. Y. Lee & J. Y. Han. (2018). The effect of self-efficacy for group work and learning presence on transfer of learning TBL (Team-based learning) using flipped. The Korean Data and Information Science Society, 29(4), 951-960. DOI: 10.7465/jkdi.2018.29.4.951
  10. S. O. Kim, B. M. Yu & E. H. Kim. (2019). The structural relationship among presence and learning flow in flipped learning. Journal of Learner-Centered curriculum and Instruction, 19(80), 815-839. DOI: 10.22251/jlcci.2019.19.8.815
  11. Y. M. Kim & K. H. Pak. (2018). The effects of learning presence on learning flow and learning performance in e-learning. Global e-Business Association, 19(3), 99-115.
  12. K. D. Kim. (2010). A Structural Analysis of Effect Factors on Academic Achievement in e-Learnign Environments. Doctoral dissertation. Korea University, Seoul.
  13. Y. Lee. (2011). Investigation on the Relationships among Learner Characteristics, Learning Strategies, Teaching Presence, and Learning Effects in Cyber University e-Learing. Doctoral dissertation. Korea University, Seoul.
  14. S. R. Kim, E. K. Moon & I. W. Park. (2015). Investigation on the relationships among students' E-learning readiness, teaching presence and learning effects in an online learning environment. The Journal of Educational Information and Media, 21(4), 687-710. DOI: 10.15833/kafeiam.21.4.687
  15. J. A. Jeon, J. M. Lee & Y. J. Bae. (2019). Investigating factors influencing educational performance and mediating effects of learning presence of university flipped learning classroom. Journal of Digital Convergence, 17(12), 1-11. DOI: 10.14400/JDC.2019.17.12.001
  16. J. S. Cho & H. M. Do. (2020). Relationships among teaching presence, learning engagement, and learners' satisfaction in K-MOOC. Journal of Learner-Centered Curriculum and Instruction, 20(15), 551-572. DOI: 10.22251/jlcci.2020.20.15.551
  17. P. J. Yoo. (2003). Learner-related factors which have effects on learner participation, learning achievement, and learner satisfaction of online graduate course. Korea Association for Educational Information and Broadcasting, 9(4), 229-267.
  18. E. J. Lee & I. W. Park. (2012). Identifying predictability of computer self-efficacy, teaching presence and learner participation on learner satisfaction in online realtime instruction. The Journal of Yeolin Education, 20(3), 195-219.
  19. J. Y. Joo & J. H. Lee. (2005). A Study on the Criteria for Quality Assurance in Cyber Universities. Journal of Educational Technology, 21(1), 98-130.
  20. M. H. Kang, M. S. Park, J. Y. Jung & H. J. Park. (2009). The Effect of Interaction and Learning Presence on Learning Outcome in Web-Based Project Learning. Journal of Korean Association for Educational Information and Media, 15(2), 67-85.
  21. J. Reeve. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690
  22. C. E. Lance, M. M. Butts & L. C. Michels. (2006). The sources of four commonly reported cutoff criteria: What did they really say?. Organizational research methods, 9(2), 202-220. https://doi.org/10.1177/1094428105284919