Journal of Christian Education in Korea (기독교교육논총)

The Korean Society of Christian Religious Education (한국기독교교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the Mediating Effect of Self-Directed Learning Ability on Interest Level through Problem-Solving Ability in Distance Learning Environment

원격 수업환경에서 자기주도학습능력이 문제해결력을 매개로 흥미수준에 미치는 영향 탐구

  • 남선우 (대한예수교장로회 열림교회 )
  • Received : 2022.11.26
  • Accepted : 2022.12.29
  • Published : 2022.12.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study was conducted to explore whether problem-solving ability mediates the effect of self-directed learning ability on interest level in a distance learning environment. The subjects of this study were 64 students in the Department of Christian Education and Early Childhood Education at A University located in Gyeonggi-do. For this study, data were collected through questionnaires on interest level, self-directed learning ability, and problem-solving ability. Collected data are analyzed using SPSS Macro and bootstrapping method. As a result, self-directed learning ability for interest level has a positive effect on .651 level. The influence of self-directed learning ability in step 2, which includes problem-solving ability, which is a parameter. It was lowered to .543 level. And the effect of problem-solving ability was found to be at .360 level. As a result, it can be judged that problem-solving ability mediates the effect of self-directed learning ability on interest level. The research results suggest that the level of interest can be improved by supporting problem-solving skills in a distance learning environment.

연구 목적 : 본 연구의 원격 수업환경에서 흥미수준에 대한 자기주도학습 능력의 영향을 문제해결력이 매개하는지 탐색하기 위해서 수행되었다. 연구 내용 및 방법 : 본 연구는 경기도에 위치한 A대학교의 기독교교육과와 유아교육과 학생 64명을 대상으로 했다. 연구를 위해서 흥미수준, 자기주도학습 능력, 문제해결력을 설문을 통해서 자료를 수집했다. 수집된 자료는 SPSS Macro 및 부트스트래핑(bootstrapping)방법을 활용해 흥미수준에 대한 자기주도학습 능력의 영향에 대한 문제해결력의 매개 효과를 분석했다. 그 결과, 흥미수준에 대한 자기주도적학습 능력은 .651 수준에서 정적인 영향이 있는 것으로 나타났으며, 매개변인인 문제해결력을 포함시킨 2단계에서 자기주도학습 능력의 영향이 .543으로 낮아졌으며, 문제해결력의 영향은 .360 수준으로 나타났다. 결론 및 제언 : 이와 같은 결과를 볼 때, 흥미 수준에 대한 자기주도학습 능력의 영향을 문제해결력이 매개하는 것으로 판단할 수 있다. 이와 같은 연구 결과를 통해 원격수업에 있어서 문제해결력 지원을 통해 흥미수준을 향상할 수 있는 시사점을 제시할 수 있다.

Keywords

References

  1. Kang. K. L. (2021). A study on the improvement plan of real-time remote class based on the characteristics and educational atmosphere of the class space. Journal of Educational Innovation Research, 31(3), 277-314.  https://doi.org/10.21024/PNUEDI.31.3.202109.277
  2. Kang. M. H., Kim. M. J. (2006). Investigating the Relationship among Perceived Social Presence, Achievement, Satisfaction and Learning Persistence in e-Learning Environment. Journal of Educational Technology, 22(4), 1-27.  https://doi.org/10.17232/KSET.22.4.1
  3. Ministry of Education (2022.03.31.). For the first time, elementary, middle, high and special schools will open online for the new semester. 
  4. Ministry of Education (2018.10.). Article 14-2 of the Enforcement Decree of the Higher Education Act, Standard for the Operation of Distance Classes in General Universities. 
  5. Ministry of Education (2020.03.27.). Operating standards for systematic distance learning 
  6. Ministry of Education (2020.05.10.). 2020 Corona 19 response manual in the education sector 
  7. Ministry of Education (2020). 2020 Casebook of distance learning operations. 
  8. Ministry of Education (2021.02). Standards for the operation of distance classes in elementary, middle, and high Schools and special Schools in 2021 
  9. Kwon. S. Y. (2020). Exploring the online class experience and perception of the elementary and secondary teachers in corona era. Journal of Educational Technology, 36(3), 745-774.  https://doi.org/10.17232/KSET.36.3.745
  10. Kim. J. K. (2022). A study on the effect of self-direction of college freshmen on problem-solving ability through learning behavioral strategies. The Journal of Learner-Centered Curriculum and Instruction, 22(15), 697-710.
  11. Kim. H. W., Kim. E. Y. (2021). Structural relationships between pre-early childhood teachers' perception of distance class, self-directed learning, self-determination motivation and learning engagement in distance class. The Journal of Learner-Centered Curriculum and Instruction, 21(7), 787-799. 
  12. Nam. S. W. (2021). A Study on the Design and Development of Interactive Non-Face-to-Face Real-Time Classes using EduTech : A Case Study of Christian Education Class. Journal of Christian Education in Korea, 66, 343-382. 
  13. Nam. S. W., Lee. J. M. (2020). A study on self-directed volunteer camp for Church education programs. The Journal of the Korea Contents Association, 20(9), 604-614. 
  14. Do. J. W. (2020). An investigation of design constraints in the process of converting face-to-face course into online course. Journal of Education & Culture, 26(2), 153-173. 
  15. Park. S. H. (2014). An analysis of structural relationships among variables influencing learning outcomes of telecollaborative international exchange learning. Doctoral dissertation, Graduate School of Konkuk University.
  16. Park. S. H., Han. S. L. (2020). Differences of learning motivation among university students according to their previous online learning experience under the covid-19 situation. The Journal of Learner-Centered Curriculum and Instruction, 20(21), 911-934. 
  17. Park. J. Y. (2008). A Study on the development and the Effects of Self-Directed Learning Model by Project Method. Doctoral dissertation, Graduate School of Kwandong University.
  18. Baik. K. S. (2011). The Effects of Self-directed Learning Program on Self-directed Learning Ability, Problem Solving, and Academic Achievement for College Students. The Journal of Educational Research, 32(1), 77-95. 
  19. Byeon. S. Y., Chu. S. K., Yoon. H. G. (2021). Analysis of the relationship between teaching presence, academic achievement and learning satisfaction in a university online tutoring learning environment. The Journal of the Korea Contents Association, 21(11), 814-825. 
  20. Song. Y. H. (2012). Identifying predicting variables of the learning flow and the procrastination in university e-learning. Journal of Lifelong Learning Society, 8(1), 113-135.  https://doi.org/10.26857/JLLS.2012.04.8.1.113
  21. Ahn. J. M., Han. H. M. (2020). Study on the korean language teachers' perception of teaching presence: Focus on the comparison between online and face-to-face classes. Journal of Korean Language Education, 31(4), 139-159.  https://doi.org/10.18209/IAKLE.2020.31.4.139
  22. Oh. Y. B., Lee. S. S. (2010). A case study on videoconferencing using an english native speaker. The Journal of Elementary Education, 23(2), 21-46.
  23. Yu. C. W., Yang. J. H., Park. J. J. (2021). A study on the development direction of online physical education class contents. Journal of Research in Curriculum Instruction, 25(3), 196-206.  https://doi.org/10.24231/RICI.2021.25.3.196
  24. Yoon. M. S. (2007). Students' science subject-specific interests by gender and multiple achievement goal orientation. The Korean Journal of Educational Methodology Studies, 19(1), 1-19.  https://doi.org/10.17927/TKJEMS.2007.19.1.1
  25. Yoon. M. S., Kim. S. I. (2003). A study on constructs of subject-specific interests and its relationship with academic achievement. Korean Journal of Educational Psychology, 17(3), 271-290. 
  26. Lee. D. K., Kim. H. J. (2015). A meta-analysis for the variables influencing teachers' technology use. Journal of Korean Association for Educational Information and Media, 21(1), 91-110.  https://doi.org/10.15833/KAFEIAM.21.1.091
  27. Lee. M. Y. (2018). The structural relationship between social networks, self-directed learning ability, and career development effectiveness of private and public sector employees. Doctoral dissertation, Graduate School of Inha University.
  28. Lee. S. J., Jang. Y. K., Lee. H. N., Park. K. Y. (2003). A study on the development of life-skills: Communication, problem solving, and self-directed learning. KEDI. 
  29. Lee. S. A., Lee. E. C., Nam. S. W. (2019). The effect of flipped-pbl on the self directed learning skills. Journal of Christian Education in Korea, 58, 119-146. 
  30. Lee. E. C. (2022). Exploring the effect of learning motivation type on immersion according to the non-faceto-face teaching method in the major classes for preschool teachers at Christian universities. Journal of Christian Education in Korea, 69, 139-162. 
  31. Lee. E. C. (2017). A study on level of interest and concentration time of adult learners on distance: Learning-center of open secondary high school. Journal of Christian Education in Korea, 50, 319-349. 
  32. Lee. E. C. (2021a). Exploring the moderating effect of problem solving ability on the influence of learning strategies and motivation on interest level in distant cooperative learning activities. The Journal of Learner-Centered Curriculum and Instruction, 21(13), 409-421. 
  33. Lee. E. C. (2021b). Exploring the relationship between achievement goal orientation, learning motivation, and flow in distant PBL classes: Focusing on the mediating effect of the level of interest. The Journal of the Korea Contents Association, 21(2), 395-405. 
  34. Lee. E. C., Lee. S. A., Nam. S. W. (2018). Developing a interest level scale of the church education program for measuring the effectiveness of church education activities. Journal of Christian Education in Korea, 54, 243-275. 
  35. Lim. H. J., Yang. J. A. (2021). Exploring the effects of social achievement goal orientation and social presence on online classes in universities. The Journal of Learner-Centered Curriculum and Instruction, 21(23), 869-886. 
  36. Jang. M. J. (2022). A study on the learning effect of students in social studies in elementary school. Master's thesis, Korea University Graduate School of Education. 
  37. Joung. Y. R. (2016). Analysis on factors affecting the retention rate in cyber university. The Korean Journal of Educational Methodology Studies, 28(4), 791-814.  https://doi.org/10.17927/tkjems.2016.28.4.791
  38. Che. H. M., Lee. D. K. (2020). Exploring secondary teacher's experience of distance learning due to covid-19. The Journal of Learner-Centered Curriculum and Instruction, 20(16), 1047-1071.
  39. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of computer assisted learning, 21(4), 292-302 https://doi.org/10.1111/j.1365-2729.2005.00135.x
  40. Barrett, T. (2010). The problem-based learning process as finding and being in flow. Innovations in Education and Teaching, 47(2), 165-174. https://doi.org/10.1080/14703291003718901
  41. Bloom, B. (1985). The nature of the study and why it was done. In B. Bloom (Ed.), Developing talent in young people (pp. 3-18). New York: Ballantine.
  42. Coldeway, D. O. (1988). Methodological issues in distance educational research. American Journal of Distance Education, 2(3), 45-54. https://doi.org/10.1080/08923648809526635
  43. Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730. https://doi.org/10.1037/0022-0663.88.4.715
  44. Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Unpublished doctoral dissertation, The University of Georgia.
  45. Hidi, S. (1990). Interest and its contribution as mental resource for learning. Review of Educational Research, 60 (4), 549-571. https://doi.org/10.3102/00346543060004549
  46. Hidi, S., & Baird, W. (1986). Interestingness: a neglected variable in discourse processing. Congnitive Science, 10, 179-194.
  47. Hidi, S., & Renninger, K. A. (2006). The Four-phase Model of Interest Development. Educational Psychologist, 41 (2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
  48. Hidi, S., Weiss, J., Berndorff, D., & Nolan, J. (1998). The role of gender, instruction and a cooperative learning technique in science education across formal and informal settings. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 215-227). Kiel, Germany: IPN.
  49. Hoffmann, L. (2002). Promoting girls' learning and achievement in physics classes for beginners. Learning and Instruction, 12, 447-465. https://doi.org/10.1016/S0959-4752(01)00010-X
  50. Kahney, H. (1986). Problem silving: A cognitive approach. Milton Keynes. Philadelphia: Open University Press.
  51. Keegan, D. (1986). The foundations of distance education. London: CroomHelm.
  52. Knowles, M. S. (1975). Self-direction learning : A guide for learners and teacher. NY: Association Press.
  53. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  54. Pounds, W. F. (1968). The process of problem finding. Industrial Management Review, Fall, 1-9.
  55. Preacher, K. J., Rucker, D. D., & Hays, A. F. (2007). Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions. Multivariate Behavioral Research, 42(1), 185-227. https://doi.org/10.1080/00273170701341316
  56. Renninger, K. A., & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In K. A. Renninger&W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60-95). New York: Cambridge University Press.
  57. Renninger, K. A., & Wozniak, R. H. (1985). Effect of interest on attention shift, recognition, and recall in young children. Developmental Psychology, 21, 624-632. https://doi.org/10.1037/0012-1649.21.4.624
  58. Sadoski, M. (2001). Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text. Educational Psychology Review, 13, 263-281. https://doi.org/10.1023/A:1016675822931
  59. Sloboda, J. A. (1990). Musical excellence-How does it develop? In M. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 165-178). Leicester, UK: British Psychological Society.
  60. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39), Academic Press.