참고문헌
- Aljawarneh, S. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. https://doi.org/10.1007/s12528-019-09207-0
- Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
- Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
- Bagozzi, R. P., & Edwards, J. R. (1998). A general approach to representing constructs in organizational research. Organizational Research Methods, 1, 45-87. https://doi.org/10.1177/109442819800100104
- Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5
- Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-018-9687-5
- Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370. https://doi.org/10.1016/j.chb.2017.02.059
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
- Doo, M. Y., & Bonk, C. J. (2020). The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped learning. Journal of Computer Assisted Learning, 36, 997-1010. https://doi.org/10.1111/jcal.12455
- Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. https://doi.org/10.1111/j.1540-4609.2006.00114.x
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
- Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Network, 8, 61-74.
- Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2), 31-36. https://doi.org/10.1016/j.iheduc.2009.10.002
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson.
- Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: Further findings from three cases. Instructional Science, 43, 19-38. https://doi.org/10.1007/s11251-014-9329-2
- Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
- Jeong, H., Roh, S., Jung, J., & Cho, Y. (2020). The challenge of the spread of COVID-19 to education: High quality remote learning for everyone. Journal of Educational Technology, 36(3), 645-669. https://doi.org/10.17232/KSET.36.3.645
- Joo, Y. J., Ha, Y. J., Yoo, J. W., & Kim, E. K. (2010). The structural relationship among teaching presence, cognitive presence, social presence, and learning outcome in cyber university. Journal of the Korean Association of Information Education, 14(2), 175-187.
- Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654-1664. https://doi.org/10.1016/j.compedu.2011.02.008
- Ju, Y., Park, D., Jung, K., Son, S., & Jing, Q. (2020). One semester on online: The lesson of digital face to face classes's experience. Journal of Educational Technology, 36(3), 805-838. https://doi.org/10.17232/KSET.36.3.805
- Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9-22. https://doi.org/10.1016/j.compedu.2018.02.013
- Kang, M., Kim, N., Kim, M., Kim, J., & Lim, H. (2011). A structural relationship among teaching presence, learning presence and learning outcomes of e-learning in cyber university. Journal of Educational Information and Media, 17(2), 153-176.
- Khalid, M. N., & Quick, D. (2016). Teaching presence influencing online students' course satisfaction at on institution of higher education. International Education Studies, 9(3), 62-70.
- Kim, H. J., Hong, A. J., & Song, H. D. (2019). The role of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-18. https://doi.org/10.1186/s41239-019-0132-7
- Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763-777. https://doi.org/10.1111/j.1467-8535.2010.01107.x
- Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.
- Kobayashi, T., & Boase, J. (2012). No such effect? The implications of measurement error in self-report measures of mobile communication use. Communication Methods and Measures, 6(2), 126-143. https://doi.org/10.1080/19312458.2012.679243
- Leem, J., Kim, M., & Lee, S. (2021). Development of an online instructional design model for higher education in the era with COVID-19. Journal of Educational Information and Media, 27(1), 281-311.
- Lim, J., & Richardson, J. (2021). Predictive effects of undergraduate students' perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines. Computers & Education, 161, 104063. https://doi.org/10.1016/j.compedu.2020.104063
- Lim, J. E., & Lee, M. H. (2020). Effects of online learners' presence perception on academic achievement and satisfaction mediated by self-efficacy for self-regulated learning and agentic engagement. The Korean Journal of Educational Methodology Studies, 32(3), 461-485.
- Lim, S. T., & Kim, E. H. (2020). Exploring of the educational use of emerging technologies for innovation in university's future education. Journal of Educational Information and Media, 26(2), 311-336.
- Lu, J., & Churchill, D. (2014). The effects of social interaction on learning engagement in a social networking environment. Interactive Learning Environments, 22(4), 401-417. https://doi.org/10.1080/10494820.2012.680966
- Park, H., & So, H. (2021). Examining the relationships between learning presence and learning performance in distance lectures perceived by university students during COVID-19. Journal of Educational Information and Media, 27(1), 253-280.
- Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417. https://doi.org/10.1016/j.chb.2017.02.001
- Richardson, J. C., & Newby, T. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. https://doi.org/10.1207/s15389286ajde2001_3
- Rogers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265-287. https://doi.org/10.1080/13450600500467548
- Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.
- Shin, J., & Park, S. (2021). Analysis of online teaching efficacy of university faculty: A case of a university. Journal of Educational Information and Media, 27(2), 447-467.
- Stodel, E., Thompson, T., & MacDonald, C. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open and Distributed Learning, 7(3), 1-24.
- Sun, J. C., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
- Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24), 1-12.
- Tu, C.-H., & McIssac, M. (2005). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131-150. https://doi.org/10.1207/S15389286AJDE1603_2
- UNESCO. (2020). Education: From disruption to recovery UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse.
- Wang, J., Yang, Y., Li, H., & van Aalst, J. (2021). Continuing to teach in a time of crisis: The Chinese rural educational system's response and student satisfaction and social and cognitive presence. British Journal of Educational Technology, 52(4), 1494-1512. https://doi.org/10.1111/bjet.13129
- Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31-39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
- Wise, A., Chang, J., Duffy, T., & Del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31(3), 247-271. https://doi.org/10.2190/V0LB-1M37-RNR8-Y2U1
- Yun, H., & Oh, S. (2021). Online learners' motivational regulation profiles affecting cognitive learning and learning engagement. Journal of the Korean Association of Information Education, 25(1), 91-101. https://doi.org/10.14352/jkaie.2021.25.1.91
- Yun, H., & Park, S. (2020). Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education. Studies in Higher Education, 45(2), 271-285. https://doi.org/10.1080/03075079.2018.1510910