Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Learners' Characteristics and Preferences for Effective Online Learning

효과적인 온라인 학습을 위한 학습자특성과 선호도 분석

  • 이영림 (단국대학교 심리치료학과) ;
  • 임희주 (단국대학교 자유교양대학)
  • Received : 2021.09.29
  • Accepted : 2021.12.20
  • Published : 2021.12.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

본 연구의 목적은 효과적인 온라인 학습을 위해 대학 온라인수업에 참여한 학생들의 특성과 선호도를 살펴보고 분석하는 데 있다. 총 101명의 온라인수업에 참여한 대학생이 학생들 개인의 특성과 온라인수업에 영향을 미치는 학습요인들을 포함한 설문 작성을 완료하였다. 연구 결과, 남학생이 여학생보다, 녹화영상으로 학습한 학생들이 실시간수업으로 학습한 학생들보다 온라인수업이 더 효과적이라고 답할 확률이 높았다. 또한 온라인학습 시 어려웠던 점을 분석한 결과, 스스로 학습과 교수자에게 질문하기 어려움이 있는 학생들에게는 온라인 학습이 비효과적일 확률이 높았다. 온라인 강의 학습시간이 많은 학생들과는 달리 과제수행시간이 많은 학생들에게는 온라인수업이 더 효과적일 확률이 높았다. 이러한 결과는 수동적으로 수업에 참여하는 학생들보다 능동적이고 자기주도적으로 학습하는 유형의 학생들에게 온라인학습이 더 효과적이라고 할 수 있겠다. 본 연구의 시사점으로, 온라인수업의 학습효과를 높이기 위해서 학습자의 특성과 선호도를 바탕으로 온라인수업을 설계하여 교육의 질을 높이는 노력이 필요하겠다.

Keywords

References

  1. H. J. Im & Y. L. Lee. (2021). A Study of the Relationship between Learning Flow and Learning Burnout in College Online Classes. Journal of Digital Convergence, 19(6), 36-46. DOI : 10.14400/JDC.2021.19.6.039
  2. S. H. Baek. (2021). A Study on the Course Satisfaction According to Non-face-to-face Online Lecture Types in College. The Journal of Humanities and Social Science, 12(2), 2543-2555. DOI : 10.22143/HSS21.12.2.179
  3. H. J. Park. (2021a). Undergraduate student perceptions of synchronous and video-recorded classes: Differences by year of study. The Society of Korean Language and Literature, 69, 385-417. DOI : 10.15711/06813
  4. Matsunaga, S. (2016). College students' perceptions of online learning: Knowledge gain and course effectiveness. The Online Journal of Distance Education and e-Learning, 4(2), 20-30.
  5. Y. Y. Baek. (2020). A study on College Students' Perception of Online Classes: An Analysis based on Students of Japanese Elective Courses. The Korean Journal of Japanese Educaupon, 52, 59-74. DOI : 10.21808/KJJE.52.04
  6. J. S. Choi, M. K. Kwon & E. K. Choi. (2020). A Study on Learner Perceptions and Satisfaction Levels of Real-time Online Learning: Focusing on the Case of Korean Language Program at D University. Dong-ak Society of Language and Literature, 81, 135-168. DOI : 10.25150/dongak.2020..81.005
  7. K. A. Kim, J. S. Kim & Y. J. Ahn. (2020). An Analysis of Learner Satisfaction According to the Preferred Class Type in the Online Class. Proceedings of the Korean Society of Computer Information Conference, 28(2), 595-596.
  8. T. Muthuprasad, S. Aiswarya, K. S. Aditya & G. K. Jha. (2021). Students' Perception and Preference for Online Education in India during COVID-19 Pandemic. Social Sciences & Humanities Open, 3(1), 100101. DOI : 10.1016/j.ssaho.2020.100101
  9. S. C. Lee & J. A. Kim. (2018). Factors that Affect Student Satisfaction with Online Courses. Korean Journal of Educational Administration, 36(2), 115-138. DOI : 10.22553/keas.2018.36.2.115
  10. H. J. Park. (2021b). International Learners' Perception of Online Classes: A Focus on the Environment of the Major Degree Course. Studies in Foreign Language Education, 35(1), 187-202. DOI : 10.16933/sfle.2021.35.1.187
  11. D. I. Kim, J. E. Lim, Y. Y. Woo, D. S. Han, J. W. Lee & J. M. Yun. (2021). Components of Online Class Influencing the Effectiveness of Online Undergraduate Theory Classes. CNU Journal of Educational Studies, 42(2), 35-60. DOI : 10.18612/cnujes.2021.42.2.35
  12. Y. M. Jeong. (2020). The Difficulty and Needs for Support for Online Class Experience of College Students. The Journal of Humanities and Social Sciences, 11(5), 685-698. DOI : 10.22143/HSS21.11.5.50
  13. L. Schrum & S. Hong. (2002). Dimensions and Strategies for Online Success: Voices from Experienced Educators. Journal of Asynchronous Learning Networks, 6(1), 57-67.
  14. Y. W. Kim, J. S. Park & K. H. Jeon. (2013). A study on the mediating role of the self-direction in the relationship between the self-efficacy and the academic achievement of adult learners in a cyber university. The Journal of Educational Information and Media, 19(4), 743-764.
  15. A. AlKhunzain & R. Khan. (2021). The use of M-learning: A perspective of learners' perceptions on M-blackboard learn. International Journal of Interactive Mobile Technologies, 15(2), 4-17. DOI : 10.3991/ijim.v15i02.17003
  16. J. W. Do. (2020). An Investigation of Design Constraints in the Process of Converting Face-to-face course into Online Course. Journal of Education & Culture, 26(3), 153-173. DOI : 10.24159/joec.2020.26.2.153
  17. E. H. Chon & J. H. Han. (2015). The Effect of Student Characteristics and Online Behaviors on Student Learning Achievement in Blended-learning Environments Using Learning Analytics Approaches. Journal of Educational Technology, 31(3), 431-457. DOI : 10.17232/KSET.31.3.431