earticle

영어

Canonical correlation between level-wise teaching-learning effects and the preference of the components of the cyber lecture are investigated and analyzed. Overall and medium level teaching-learning effects have a close interrelationship with components of cyber lecture implementing step-by-step learning, interactive learning, and repeated learning. Also, high level teaching-learning effects are correlated with components of cyber lecture implementing self-regulated study. Using canonical scores in level-wise teaching-learning effects, it is known that females have a higher overall and medium level teaching-learning effect than males and students of the college of Natural Sciences and Engineering have a higher overall and medium level teaching-learning effect than students in other colleges. Students of the college of Natural Sciences and Engineering have a higher preference than students of other colleges on components of cyber lectures associated with step-by-step learning, interactive learning, and repeated learning.