초록 열기/닫기 버튼
목적 본 연구는 코로나19 이후 전면적으로 확대된 온라인 수업을 질적으로 향상시키기 위해 온라인 수업의 한계로 지적되고 있는사회적 요인 중 사회적 성취목표지향성과 사회적 실재감이 학습과정 요인인 학습몰입과 학습성과 요인인 학습만족도, 학업성취도에미치는 영향을 분석하였다. 방법 연구를 위해 내재실험모형을 사용하여 혼합연구를 수행하였다. 1차로 대학생 80명을 설문조사하였고, 다중회귀분석을 통해변인간의 영향 관계를 확인하였다. 2차로 대학생 6명을 개별면담하였고, 주제분석을 통해 온라인수업에 미치는 영향을 탐색하였다. 결과 첫째, 대학의 온라인 수업에서 사회적 성취목표지향성은 학습몰입, 학습만족도, 학업성취도에 유의미한 영향을 미치지 않았다. 둘째, 사회적 성취목표지향성과 학습몰입, 학습만족도, 학업성취도의 관계는 3가지 유형으로 구분이 되었고, 변인 간 관계 유형에 따른 개별화된 수업 유형과 수업 전략 제시가 가능한 것으로 확인되었다. 셋째, 대학의 온라인 수업에서 사회적 실재감은 학습몰입, 학습만족도, 학업성취도에 영향을 미쳤으며 토론, 팀프로젝트 등 학습자 중심 방식의 수업을 운영할 때 높은 사회적 실재감을경험한 것으로 확인되었다. 결론 온라인 수업 상황에서는 학습자들의 개별적 성향이 중요하게 나타났고, 전통적 수업과 달리 교수자와 동료 학습자와의 활발한상호작용을 통해 사회적 실재감이 드러나도록 학습자 중심의 교수법을 통한 교수설계가 필요하다.
Objectives The purpose of this study was to explore the effects of social achievement goal orientation and social presence, which are social aspect factors that learners feel in online classes, on learning satisfaction, and academic achievement to find improvement plans for use in online classes. Methods Mixed research methods were performed using the embedded design First, 80 university students were surveyed and the results of the investigation were analyzed through multiple regression analysis. Second, a case study was conducted by interviewing 6 university students individually and the effect on online classes was explored through thematic analysis. Results First, in online classes where social communication is limited, in online classes where social communication is limited, an educational environment that is relatively unaffected by instructors and peer learners is constructed, so the social achievement goal orientation did not affect learning engagement, learning satisfaction, or academic achievement. Second, based on the relationship between social achievement goal orientation, learning engagement, learning satisfaction, and academic achievement, the types of students were classified into three, and it was confirmed that it needs to present individualized instruction strategies. Third, the sense of social presence in online classes at universities affected learning engagement, learning satisfaction, and academic achievement. The social presence was greatly influenced by class strategies such as discussions and team projects and it was confirmed that they experienced a high sense of social presence in learner-centered classes. Conclusions In the online class situation, the individual disposition of the learners was found to be important, and unlike traditional classes, instructional design through learner-centered teaching methods is required to reveal a sense of social reality through active interaction between the instructor and fellow learners.
키워드열기/닫기 버튼
Online classes, Social achievement goal orientation, Social presence, Learning engagement, learning satisfaction, academic achievement
