Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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Investigating factors influencing Educational Performanceand mediating effects of learning presence of University Flipped Learning Classroom

대학 플립드러닝에서 수업성과에 영향을 미치는 요인과 학습실재감의 매개효과 규명

  • Jeon, JeongA (Educational Technology, Graduate School of Ewha Womans University) ;
  • Lee, Jeongmin (Educational Technology, Ewha Womans University) ;
  • Bae, Yunju (Educational Technology.HRD, Ewha Womans University)
  • 전정아 (이화여자대학교 대학원 교육공학과) ;
  • 이정민 (이화여자대학교 교육공학과) ;
  • 배윤주 (이화여자대학교 교육대학원 교육공학.HRD)
  • Received : 2019.10.14
  • Accepted : 2019.12.20
  • Published : 2019.12.28
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Abstract

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

본 연구는 대학 플립드러닝에서 수업 성과에 영향을 미치는 요인이 무엇인지 규명하고 학습실재감의 매개효과를 규명하는데 목적이 있다. 이를 위해 학습자 변인으로 자기조절과 학습실재감, 협력지향성을 선정하였으며, 학습성과 변인으로는 지각된 학업성취와 학습참여를 선정하였다. 변인 간 관계를 규명하기 위하여 대학생 39명을 대상으로 16주간 플립드러닝 수업을 실시하고 설문조사를 진행하였으며, 수집된 데이터를 다중회귀분석 및 매개분석으로 분석한 결과는 다음과 같다. 첫째, 학습실재감과 자기조절은 학습참여에 유의한 영향을 미치는 것으로 나타났으며, 더 나아가 학습실재감은 자기조절과 학습참여 관계를 유의하게 매개하는 것으로 나타났다. 둘째, 지각된 학업성취의 경우 학습실재감만이 유의하게 영향을 미치는 것으로 나타났다. 본 연구결과는 향후 대학 플립드러닝의 성과를 높이기 위해서는 자기조절, 학습실재감, 학습참여를 고려한 다양한 교수 학습전략이 필요함을 시사한다.

Keywords

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