DOI QR코드

DOI QR Code

원격대학원생 학습만족도 분석: J대학 사례를 중심으로

Analysis on the Satisfaction of the Cyber Graduate Student: Focusing on J University Case

  • 투고 : 2021.01.18
  • 심사 : 2021.02.20
  • 발행 : 2021.02.28

초록

이 연구에서는 원격대학원생의 만족도가 성, 학기, 전공에 따라 차이가 있는가를 알아보기 위해 J대학 원격대학원생 186명을 대상으로 설문조사와 심층면담을 하였는데, 그 결과는 다음과 같다. 첫째, 원격대학원생의 성별 만족도는 교수자, 오프라인 활동, 수업평가에서 남녀 간에 통계적 유의차가 있는 것으로 나타났으며, 이들 모두 남성이 여성에 비해 유의하게 높은 것으로 나타났다. 둘째, 원격대학원생의 학기별 만족도는 교육과정, LMS, 강의 콘텐츠 질, 오프라인 활동에서 유의미한 차이가 있는 것으로 나타났으며, 수업연한이 올라갈수록 높아지는 경향을 보였다. 셋째, 원격대학원생의 전공별 만족도는 LMS와 수업내용을 제외한 나머지 요인들에서 유의미한 차이가 있는 것으로 밝혀졌으며, 교육행정이 가장 높은 것으로 나타났다. 이 연구의 결과는 원격대학원의 교육과정, LMS 구축, 강의 콘텐츠 개발·제작 등 학생 중심 교육에 절대적으로 필요한 요소들을 개선하는 데 기초자료로 활용할 수 있을 것으로 기대된다.

In this study, 186 remote graduate students from J University were surveyed and interviewed in-depth to see if their satisfaction varies depending on their gender, semester, and major, and the results were as follows. First, the gender satisfaction of remote graduate students was shown to be statistical significance differences between men and women in professors, offline activities, and class evaluations, all of which showed that men were significantly higher than women. Second, the satisfaction level of each semester of remote graduate students was shown to be significantly different in curriculum, LMS, lecture content quality, and offline activities, and tended to increase as the school year went up. Third, the satisfaction level of remote graduate students by major was found to have significant differences in other factors except LMS and class contents, with the highest educational administration. The results of this study are expected to be used as basic data to improve elements absolutely necessary for student-centered education, such as curriculum of remote graduate schools, establishment of learning platform (LMS), and development and production of lecture contents.

키워드

참고문헌

  1. Ministry of Education (2018). Standards for operation of remote learning in general universities. Sejong: Author.
  2. J. S. Kimk (2017). The prospect of future education in the 4th Industrial Revolution era. The Journal of Korean Teacher Education Forum, 25-36.
  3. J. H. Park & K. U. Ryu (2014). The Analyses of the Concepts, Contents, Satisfaction and Future Needs for College General Education. The Journal of General Education, 8(2), 43-82.
  4. Y. J. Joo, A. R. Kang & E. G Lim. (2016). A Meta-Analysis on the Learning Satisfaction for Cyber University Students in Korea. Journal of Lifelong Learning Society, 12(2), 145-170.
  5. J. H. Ku, S. H. Han & H. Kang. (2015). A Structural Analysis of Adult Learners' Lifelong Education Consciousness, Participation Motivation, Learning Outcome. Journal of the Korea Academia-Industrial cooperation Society, 16(7), 4537-4548. https://doi.org/10.5762/KAIS.2015.16.7.4537
  6. S. R. Kim, E. K. Moon & I W. Park. (2015). Investigation on the Relationships among Students' Elearning Readiness, Teaching Presence and Learning Effects in an Online Learning Environment. The Journal of Educational Information and Med, 21(4), 687-710.
  7. Y. Lee & I. W. Park. (2012). Investigation on the Relationships between Learner Characteristics, Learning Strategies, Teaching Presence, and Learning Effects in e-Learning of Cyber University. Journal of Educational Technology, 28(1), 137-168. https://doi.org/10.17232/KSET.28.1.137
  8. Y. R. Joung. (2016). Analysis on factors affecting the retention rate in cyber university. The Korean Journal of Educational Methodology Studies, 28(4), 791-814. https://doi.org/10.17927/TKJEMS.2016.28.4.791
  9. Y. J. Joo, J. Y. Kim & H. R. Choi. (2009). Investigating the Structural Relationship among Self-regulated Learning, Learning Flow, Satisfaction and Learning Persistence in Corporate e-Learning. Journal of Educational Technology, 25(4), 01-124.
  10. E. A. Cho & S. Y. Lee. (2016). Analysis on Structural Relationship among task value, e-Learning quality, approaches to learning, satisfaction and academic achievement in cyber courses. Journal of Art Management, 37, 5-38.
  11. P. C. Sun, R. J. Tsai, G. Finger, Y. Y. Chen & D. Yeh. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007
  12. J. H. Ryu. (2007). The impact of factors associated to the learner satisfaction in e-learning for corporation. Journal of Corporate Education, 9(1), 121-142.
  13. K. S. Park. (2006). A Study of the Influential Factors on the Use Motive and Its Satisfaction in E-learning. Journal of Cybercommunication Academic Society, 19, 5-40.
  14. P. S. Jang. (2012). Relationships among Learner's Satisfaction, Self-Directedness and Flow Experience in Computer e-Learning. Journal of the Korea society of computer and information, 17(2), 69-76. https://doi.org/10.9708/jksci.2012.17.2.069
  15. K. A. Choi. (2009). Relationship Between The Use of Learning Strategies and Adult Learners' Self-Directedness in e-Learning. The Journal of Korean Education, 36(2), 137-163.
  16. M. H. Kim. (2007). A Study on the Factors Affecting the Learning Satisfaction of Teachers entering cyber Graduate School. Journal of Korean Teacher Education, 24(3), 297-318.
  17. E. G. Yoon & Y. J. Lee. (2018). A comparative study on the curriculum of general education across 9 universities of the world to improve the system. The Journal of General Education, 12(2), 259-286.
  18. N. M. Shin. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86. https://doi.org/10.1080/01587910303048