• Educational Technology International
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• 제22권2호
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• pp.199-225
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• 2021

The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learner-content, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

• 기독교교육논총
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• 제63권
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• pp.255-281
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• 2020

코로나 19로 인해 온라인 학습으로 대표되는 학습 방법의 변화가 보편화 되고 있는 지금 본 연구는 온라인 학습자의 자기주도학습능력, 교수자-학습자 상호작용 및 학습자-학습자 상호작용, 수업만족도의 관계를 구조적으로 탐색하고자 하였다. 연구결과 고등학생과 대학생 집단 모두 온라인 학습자의 자기주도학습능력은 학습자-학습자 상호작용을 증가시켰으며, 또한 높아진 학습자-학습자 상호작용은 수업만족도를 증가시켰다. 변인 간의 잠재평균비교분석을 통해 대학생과 고등학생 집단 간 변인들의 통계적 유의미한 평균 차이를 확인할 수 없었지만, 다집단 분석을 통해 고등학생의 경우 자기주도학습능력이 수업만족도와 교수자-학습자 상호작용에 직접적인 영향을 주지 않았고, 대학생의 경우 모두 유의미한 영향을 주었음을 확인할 수 있었다. 온라인 학습의 수업만족도 향상을 위한 자기주도학습능력과 학습자-학습자 상호작용의 중요성을 바탕으로 본 연구의 시사점 및 후속 연구를 위한 제안점을 논의하였다.

• 인터넷정보학회논문지
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• 제18권1호
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• pp.131-141
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• 2017

본 연구는 대학 이러닝에서 학습자-교수자, 학습자-콘텐츠, 학습자-시스템간의 상호작용이 학습자들이 인지하는 수업만족도 및 학업성취도와 어떤 관련을 갖는지 분석하고자 하였다. 이를 위해 경기도 소재 대규모 대학의 이러닝 강좌 중 학습자-교수자 상호작용이 있었던 수업과 없었던 수업에 참여한 학생 184명을 대상으로 설문조사를 실시하였다. 연구 결과 학습자-교수자와의 상호작용이 있었던 수업에서 학습자-콘텐츠, 학습자-시스템간의 상호작용도 많이 있었고, 상호작용과 수업만족도, 학업성취도 요인간의 상관관계 분석에서는 모두 유의한 관계가 있었다. 수업만족도와 학업성취도 모두 학습자-콘텐츠 상호작용의 영향력이 가장 컸으며, 수업만족도에는 시스템과의 상호작용이, 학업성취도에는 교수자와의 상호작용이 그 다음으로 영향력을 미쳤다. 이러한 연구 결과를 토대로 첫째, 학습자들은 이러닝에서 학습을 혼자 콘텐츠를 이해하는 것으로 인식하고 있기 때문에 질 좋은 교육콘텐츠의 개발지원 및 수업에서의 제공방식에 대한 논의가 필요하며, 둘째, 학습자-교수자 상호작용의 활성화를 위해 교수자 대상의 워크숍 및 교육지원이 필요하다는 것과 셋째, 본 연구에서는 발견되지 않은 학습자간 상호작용도 수업만족도 및 학업성취도에 매우 중요한 상호작용 유형으로, 이를 활성화시킬 수 있는 방안에 대한 논의도 필요함을 제안하였다.

• 디지털산업정보학회논문지
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• 제13권4호
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• pp.221-230
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• 2017

BL(Blended Learning) has been presented as a promising alternative learning approach. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. The adoption of BL in computer practice class is necessary due to the characteristics of computer practice class itself. This study proposes a research model that examines the determinants of learner's satisfaction of computer practice classes in BL environment. Considering the characteristics of computer practices classes contents and instructor interaction were identified as the determinants. The research model is tested using a questionnaire survey of 141 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings shows that contents easiness and contents constructs are the primary determinants of instructor interaction in BL. Instructor interaction was also found to be related to the learner's satisfaction resulting in re-using. The findings provide insight into the planning and utilizing BL in computer practice classes to enhance learner's satisfaction.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.304-315
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• 2022

The effect on learning satisfaction was compared and analyzed according to the interaction of learners in non-face-to-face classes. 38 students enrolled in the Department of Chemistry Education at G University in Gyeongnam were selected for the study. As a result of analyzing the change in learning satisfaction according to learners' interactions, positive correlations between them were shown in non-face-to-face classes. The type of classes mainly consisted of non-face-to-face real-time classes, and despite the non-face-to-face classes environment, learners focused on classes and put a lot of effort to strengthen learning. Among learners' interactions, the effect of learner-content interaction on learning satisfaction was relatively the highest, while the effect of learner-learner interaction and learner-instructor interaction on learning satisfaction was low. It was found that learners' teaching-learning in non-face-to-face classes relied heavily on learning content, and interactions with fellow learners and instructors were very limited.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• 한국컴퓨터산업학회논문지
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• 제5권2호
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• pp.193-202
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• 2004

본 연구는 인터넷기반 실습 수업에서 교수자와 학습자가 어떠한 방식으로 교수-학습 상호작용 활동을 수행하는 방식과 웹기반 실습 수업의 교육적 효과에 관하여 연구하였다. 산업체 재직자의 정보화교육을 지원하는 "전자상거래 시스템 구축" 교육과정에서 교수자와 학습자는 어떤 방식으로 교수-학습 및 상호작용 활동을 수행하는지, 웹기반 실습교육의 효과는 무엇인지를 살펴보고자 하였다. 연구대상은 산업체 직장인 및 기타 25인에 대하여 1학기에 걸쳐서 이루어졌으며, 연구방법으로는 학습결과 프로파일 분석, 설문조사, 인터뷰 등을 사용하였다. 연구결과 학습자-교수자-운영자간 상호작용은 활발하게 이루어지지 않았으나 학습자의 관심, 이메일 사용, 게시판 질의 및 응답, 온라인 실습 등의 강의 방식이 학습자의 상호작용 및 교육효과에 영향을 미치는 것으로 나타났다. 것으로 나타났다.

• Journal of Information Technology Applications and Management
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• 제13권4호
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• pp.197-214
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• 2006

This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

• 디지털산업정보학회논문지
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• 제17권4호
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• pp.197-207
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• 2021

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of non-face-to-face on-line classes, such as on-line real time class and on-line recorded video class. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line environment. As students have got accustomed to the online environment, on-line recorded lectures are shown to be more preferred rather than on-line real time class. Researches regarding the learner's satisfaction of on-line classes during the COVID-19 indicate that systematic and good quality contents and interaction by instructor are important factors. This study, therefore, investigate the learner's satisfaction of online classes in Liberal Arts course using recorded video contents in terms of contents and interaction. The results of empirical analysis reveal that systematic and good quality contents are likely to predict learner's satisfaction and interaction plays a great role in providing those contents. These findings provide insights that preparing systematic contents and interaction are key to enhancing learner's satisfaction of on-line classes in Liberal Arts course.

• 스마트미디어저널
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• 제12권3호
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• pp.102-111
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• 2023

본 연구의 목적은 비대면 영어 수업에서 교내 푸시를 활용한 후 푸시의 학습자-교수자 상호작용 효과를 파악하는 것이다. 본 연구는 학기말에 실시한 설문조사를 토대로 이루어졌으며 연구 대상은 교양영어 두 교과목의 수강생 144명 중 설문 응답자 127명이다. 연구를 위하여 듣기 녹화강의에서 푸시를 활용한 한 문장 받아쓰기를 시행하였다. 연구결과 학생들은 푸시를 잘 활용하였으며 푸시를 통하여 학습자-교수자 상호작용이 원활해지는 효과가 나타났다. 또한 본 논문은 푸시가 더 효과적인 상호작용 도구가 되기 위하여 교수자들은 학생들과 적극적으로 소통할 의지와 MIM과 조직기반 앱으로서 푸시의 장점에 대한 확신이 있어야 하며, 학생들에게 푸시 이용방법에 대한 충분한 안내가 필요하다는 점을 논의하였다.