Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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Effects of Self-Regulation, Teaching Presence, Learning Engagement on Computational Thinking in Online SW Liberal Education

온라인 SW교양교육에서 자기조절, 교수실재감, 학습몰입이 컴퓨팅사고력에 미치는 영향

  • Received : 2021.04.27
  • Accepted : 2021.06.06
  • Published : 2021.06.30
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Abstract

This study examined the mediating effect of learning engagement in the relationship between self-regulation, teaching presence and computational thinking in online SW education. To verify the research problem, a blended learning model adopted SW liberal course at A Women's University located in Seoul, which 94 students were enrolled in, was selected. The results of this study and the implications are as follows: First, it was found that learning engagement mediated the relationship between self-regulation and computational thinking. Second, it was found that learning engagement mediated the relationship between teaching presence and computational thinking. This study suggested a plan to improve learners' active engagement and self-regulation strategy in online SW education. In addition, it is significant that this study considered a method for learners to perceive teaching presence in online learning environment.

본 연구에서는 온라인 SW교양교육 효과에 영향을 미치는 요인을 실증적으로 규명하기 위해 실시간 및 비실시간 혼합형태로 진행되는 대학 온라인 SW교양 수업을 수강하는 서울소재 A여자대학교 94명의 학생들을 대상으로 자기조절, 컴퓨팅사고력, 교수실재감 간의 관계에서 학습몰입의 매개효과를 검증하였다. 본 연구의 결과 및 함의는 다음과 같다. 첫째, 학습몰입은 컴퓨팅사고력과 자기조절 간의 관계를 매개하는 것으로 나타났으며, 둘째, 학습몰입은 컴퓨팅사고력과 교수실재감 간의 관계를 매개하는 것으로 나타났다. 본 연구는 온라인 SW교양교육환경에서 학습자의 적극적인 몰입을 향상시키고, 학습자가 자기조절 전략을 설계할 수 있는 지원방안을 제안하였으며, 학습자가 온라인 학습 환경에서 교수실재감을 인지할 수 있는 방법을 고려하였다는 점에서 의의가 있다.

Keywords

Acknowledgement

이 논문은 2019년 대한민국 과학기술정보통신부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2019R1F1A1040874)

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