Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

Comparative Analysis on the Facilitating Factors Affecting Learning Persistence in Synchronous & Asynchronous Emergency Remote Teaching In University Pandemic Situations

팬데믹 상황 속 대학의 동시적·비동시적 원격수업 촉진요인이 학습지속의향에 미치는 영향 비교분석

  • Lee, Dae Yeong (Department of Educational Technology, Konkuk University) ;
  • Park, Sung Youl (Department of Educational Technology, Konkuk University)
  • 이대영 (건국대학교 교육공학과) ;
  • 박성열 (건국대학교 교육공학과)
  • Received : 2022.04.01
  • Accepted : 2022.04.21
  • Published : 2022.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study has explored the facilitating factors affecting the learning persistence of university students and divided Emergency Remote Teaching(ERT) into two types based on its policies. The conclusions are as follows: First, perceived usefulness was the facilitating factor affecting learning persistence in Synchronous ERT. Therefore, learning persistence would improve by establishing various strategies such as exploring appropriate teaching strategies and building a stable infrastructure. Second, it was perceived usefulness, social presence, and system quality that were the facilitating factors affecting learning persistence in Asynchronous ERT. Thus, learning persistence would increase accompanied by immediate feedback, more active interaction, and so on.

정부는 감염병 사태를 극복하고 이로 인한 학습공백을 메우기 위해 다양한 정책적 제언과 관련 법령을 정비하는 등 원격수업 혁신 의지를 내비쳤다. 이러한 흐름에 발맞추고자 이 연구는 원격수업의 유형을 구분하고, 대학 학습자를 대상으로 원격수업의 유형에 따라 어떠한 차이가 있는지 규명하였다. 이를 위해 서울 소재 K대학교 569명의 학습자 대상으로 설문을 실시하였으며, 수집된 결과는 빈도분석, 신뢰도 및 타당도 검증, 검정, 다중회귀분석 등으로 통계분석 처리되어 다음과 같은 결론과 시사점이 도출되었다. 첫째, 동시적 원격수업의 학습지속의향을 촉진시키는 요인으로 지각된 유용성이 도출되었다. 따라서 해당 수업에 대한 적절한 교수전략 탐색, 안정적인 인프라 구축과 같은 다양한 전략을 안배하여 학습자의 인식을 개선시켜 주어야 할 필요가 있다. 둘째, 비동시적 원격수업의 학습지속의향을 촉진시키는 요인으로 지각된 유용성, 사회실재감, 시스템품질이 도출되었다. 그러므로 해당 수업에 대한 유용성 인식개선뿐만 아니라, 원만한 상호작용과 적시 피드백, 강의 품질관리가 수반되어야 학습자의 학습지속의향이 촉진될 것이다.

Keywords

References

  1. Bandura, A.(1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  2. Belanger, F., and Jordan, D. (Eds.).(1999). Evaluation and implementation of distance learning: Technologies, tools and techniques. IgiGlobal.
  3. Bozkurt, A., and Sharma, R. C.(2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  4. Choi, J. S., Kwon M. K., Choi, E. K.(2020). A Study on Learner Perceptions and Satisfaction Levels of Real-Time Online Learning. Journal of the International Network for Korean Language and Culture, 81, 135-168.
  5. Coeckelbergh, M.(2020). The postdigital in pandamic times: A comment on the Covid-19 crisis and its political epistemologies. Postdigital Science and Education, 1(4).
  6. Davis, F. D.(1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
  7. DeLone, W. H., and McLean, E. R.(1992). Information System Success: The Questfor the Depedent Variable. Information System Research, 3(1), 60-95. https://doi.org/10.1287/isre.3.1.60
  8. Garrison, D. R., Anderson, T., and Archer, W.(2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
  9. Garrison, D. R., and Anderson, T.(2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
  10. Golden, C.(2020). Remote Teaching: The glass half-full. EDUCAUSE Review.
  11. Hair, J. F., Black, W. C., Babin, B, J., and Anderson R. E.(2010). Multivariate Data Analysis: A Global Perspective. Upper Saddle River, NJ: Pearson Education.
  12. Heeter, C.(1992). Being There: The subjective experience of presence. Presence: Teleoperators and Virtual Environments, 1(2), 262-271. https://doi.org/10.1162/pres.1992.1.2.262
  13. Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A.(2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12.
  14. Joo, Y. J., Hong, Y. N., Lee, S. Y.(2011). The Structural Relationship among Self-Regulated Learning, Perceived Usefulness of Learning, Perceived Ease of Use, Satisfaction, Academic Achievement, and Persistence in Cyber University. The Journal of Korean Education, 38(2), 55-79.
  15. Jung, S. W.(2020). Current Laws and improving strategies on distance learning in the elementary and secondary school. The Journal of Korean Education, 47(2), 53-82. https://doi.org/10.22804/JKE.2020.47.2.003
  16. Kember, D.(1995). Open Learning Courses for Adults: A Model of Student Progress. NJ: Educational Technology Publications.
  17. Kim, H. J.(2020). Distance education and the task of educational technology. Journal of Educational Technology, 36(3), 619-643. https://doi.org/10.17232/KSET.36.3.619
  18. Lee, D. Y.(2021). Comparative Analysis on the Facilitating Factors Affecting Learning Persistence in Synchronous & Asynchronous Emergency Remote Teaching at Colleges. (Unpublished master's thesis). Konkuk University, Seoul.
  19. McKinney, V., Yoon, K., and Zahedi, F. M.(2002). The measurement of web-customer satisfaction: an expectation and disconfirmation approach. Information Systems Research, 13(3), 296-315. https://doi.org/10.1287/isre.13.3.296.76
  20. Ministry of Education.(2018). Standards for remote learning operation of general universities. Article, 14-2 of the Enforcement Decree of the Higher Education Act.
  21. Ministry of Education.(2020a). Standards for remote learning of general universities applied for the first semester of 2020.
  22. Ministry of Education.(2020b). Academic Management Guidelines for the second semester of 2020.
  23. Moore, M. G.(1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44, 66-69. https://doi.org/10.2307/1980599
  24. Park, D. B, Gu, J. W.(2018). The Effects of Learning Transfer on Perceived Usefulness and Perceived Ease of Use in Enterprise e-Learning. Daehan Academy of Management Information Systems, 37(3), 1-25.
  25. Park, S. Y., Joo, M. H., Lee, D. Y.(2021). A Study on the Facilitating Factors Affecting Learning Achievement and Satisfaction in Synchronous Online Classes at Colleges. Journal of Learner-Centered Curriculum and Instruction, 21(11), 779-792.
  26. Shin, N. M.(2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86. https://doi.org/10.1080/01587910303048
  27. Simonson, M., Smaldino, S., Albright, M., and Zvacek, S.(2006). Teaching and learning at a distance: Foundations of distance education(3rd eds). Upper saddle River, New Jersey: Pearson/Merrill Prentice-hall.
  28. Wang, M. J., and Kang, M.(2006). Cybergogy for engaged learning: A framework for creating learner engagement through information and communication technology. Engaged Learning with Emerging Technologies, New York: Springer Publishing, 225-253.
  29. Yoon, H. R., Kwon, G. S.(2020). Study on the Instructor Perceptions of Online Classes: Focusing on the Case of H University. The Journal of Humanities and Social Sciences 21, 11(5), 1281-1296. https://doi.org/10.22143/hss21.11.5.92