• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.303-304
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• 2021

본 연구에서는 비대면 환경에서 실재감이 학습성과에 미치는 영향을 분석하였다. 전문대학의 프로그래밍 수업을 수강하는 427명의 학생을 대상으로 교수실재감, 인지적 실재감, 감성적 실재감과 만족도, 학습지속의 향의 관계를 분석하였다. 연구 결과, 만족도에는 교수실재감과 인지적 실재감이, 학습지속의향에는 교수실재감, 인지적 실재감, 감성적 실재감이 영향을 미치는 것으로 나타났다. 연구결과에 기초하여 비대면 환경의 프로그래밍 수업에 대한 설계 및 운영전략을 시사하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.139-140
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• 2022

코로나 팬더믹의 장기화에 따른 비대면 환경에서 대면 수업의 실재감을 제공하는 다양한 교수·학습 방법에 대한 시도가 이루어지고 있다. 실제 수업 현장에서는 대면수업과 다른 환경에서 학습자의 수준과 특성에 맞는 수업 설계의 필요성 또한 대두되고 있다. 본 연구에서는 플립러닝을 기반으로 한 비대면 프로그래밍 수업에서 학업성취도에 따른 학습 참여 수준과 실재감의 차이를 분석하여, 맞춤형 학습역량 강화를 위한 교수 방안을 모색하는 데 그 목적이 있다. 강의 동영상 수업과 상호작용을 포함한 플립러닝 기반 실시간 수업을 혼합하여 수업한 후 설문을 통해 학업성취도에 따른 학습자들의 학습 참여 수준, 교수 실재감과 학습 실재감을 조사한 결과, 학업성취도 가장 높은 학습자일수록 학습 참여도 높고, 다음 수준의 학습자들이 교수 실재감과 학습 실재감은 가장 높은 것으로 조사·분석되었다. 이를 통해 학업성취도에 기반하여 학습자별 맞춤형 교수방안을 제시하였다.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.

• Journal of Christian Education in Korea
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• v.70
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• pp.303-337
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• 2022

The purpose of this study is to realize Ontact PBL that can sufficiently contain interactive elements that can increase the perception of reality between professors and students in an environment without human contact. This is a class designed, developed, and operated ontact PBL for the first semester of 2021. As a result of diagnosing the realism of teaching and learning for students who took the class, the average teaching realism improved significantly by 0.95. This was found to be effective in improving the sense of realism in teaching as there were many related opinions in the reflective journal on students' classes. In addition, there was an effect on learning presence, and it was confirmed that emotional presence, which is a sub-element of learning presence, significantly improved by 0.7, social presence by 0.5, and cognitive presence by 0.6. Learning presence also confirmed the students' reflection on the class, and it was possible to judge that Ontact PBL was effective in improving the sense of presence.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.305-316
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• 2013

Despite the potential implications of Facebook use, there is a distinct lack of empirically derived theory for designing learning environment. This may be because Facebook is a social tool and there has been limited opportunity for exploratory research regarding Facebook based learning. Therefore, the purpose of this study is to investigate learning presence factors affecting learning outcomes in Facebook-based collaborative learning. Forty two college students participated in the Facebook-based collaborative learning activity, and the data from thirty nine were used for step-wise multiple regression analysis. In addition focus group interview was conducted to examine learning presence of Facebook-based collaborative learning. The results reported that cognitive presence predicted significantly learning outcomes, however, social and emotional presence did not predict learning outcomes. The implication of this study and future research were discussed in this research.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.4
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• pp.169-175
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• 2015

The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners' satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.37-44
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• 2022

This study is a descriptive research study to verify the relationship between social presence, cognitive presence, and online learning satisfaction, and to identify factors that influence online learning satisfaction of nursing students who experienced Asynchronous Online Discussion Activities. The study was conducted in December, 2020 for two months, and the participants were 93 grade 4 nursing students attending universities nationwide. The t-test, ANOVA, correlation, and multiple regression analysis were run on the collected data. There was a significant positive correlation between nursing students' social presence, cognitive presence, and online learning satisfaction. Online learning satisfaction had a positive effect on social presence. The explanatory power of online learning satisfaction was 62.9%. Based on the above results, in order to increase online learning satisfaction, a plan is needed to improve nursing students' social presence for online discussion classes.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.69-78
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• 2015

This study aims to analyze differences in the social presence of instructor by instructor's social intervention, the effects of the social presence of instructor on learning satisfaction, and learner characteristics related to the social presence of instructor. Data including subjects' demographic information, interactions, social presence of instructor, social presence of the course, and learning satisfaction were collected from 119 adult learners in an online university in Korea. The main findings of this study are as follows. First, the social presence of instructor was higher in the higher-aged group or active group on intranet message board than the lower-aged group or inactive group on the board. Second, instructor's social intervention increased the level of perceived social presence of instructor. However, the active group on the board has shown the highest level of perceived social presence of instructor, without instructor's social intervention. Third, there was a high correlation between instructor's social intervention and the social presence of instructor, while the variables affecting learning satisfaction were the social presence of instructor and social presence of the course. From the results of this study, it is suggested that instructors' social interventions be provided systematically for those who are not active in social interaction to enhance their learning satisfaction.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.175-181
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• 2021

The purpose of this study is to improve and develop the quality of non-face-to-face classes according to the types of presence by analyzing the effects of teaching presence and learning presence on the learning satisfaction of the non-face-to-face classes that have been suddenly conducted due to COVID-19. For this purpose, a survey on online classes of H University in Gwangju Metropolitan City was conducted to analyze learning satisfaction, teaching presence (learning design, direct promotion), and learning presence (cognitive presence, social presence). The results of the analysis showed that the learning contents of cognitive presence, which is a sub-factor of learning presence, were understood (=.589, p<.001), the direct promotion (=.420, p<.001), and the learning design (=.397, p<.01), which are the sub-factors of teaching presence, were influential in order.This means that the suddenly changed teaching method should have an attitude to improve the intimacy between the instructor and the fellow learners with positive emotional exchange or interaction. The instructor should try to overcome the limitations of time and space through blended learning that is both online and offline for high quality learning design, but the learning medium and learning method considering the physical fatigue of the learner should be developed.