Journal of Internet Computing and Services (인터넷정보학회논문지)

Korean Society for Internet Information (한국인터넷정보학회)
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Analysis of Class Satisfaction and Perceived Learning Achievement to the Interaction Type on e-Learning in University

대학 이러닝에서 상호작용 유형에 따른 수업만족도 및 인지된 학업성취도 분석

  • Received : 2016.09.05
  • Accepted : 2016.12.12
  • Published : 2017.02.28
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Abstract

This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.

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.

Keywords

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