Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Learning Presence on Learning Outcomes of Remote Classification by University Students -Focusing on the medium effect of Learning Immersion-

대학생의 원격강의 학습실재감이 학습성과에 미치는 영향 -학습몰입의 매개효과를 중심으로-

  • Received : 2021.06.28
  • Accepted : 2021.08.20
  • Published : 2021.08.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

본 연구는 2020학년도 1학기에 원격강의를 수강한 일반대학의 대학생들이 인식하는 학습실재감이 학습성과에 미치는 영향 및 학습몰입의 매개효과를 실증적으로 규명하였다. 서울·경기지역 소재 일반대학을 다니는 대학생들을 대상으로 2020년 9월 15일부터 약 1달 간 온라인 설문을 실시하여, 총 293명의 자료를 분석하였다. 연구결과, 첫째, 학습 실재감은 학습몰입과 학습성과에 영향을 미쳤으며, 학습몰입은 학습성과에 영향을 미치는 것으로 나타났다. 둘째, 학습 몰입은 학습실재감과 학습성과의 관계에서 매개효과가 있는 것으로 나타났다. 본 연구는 코로나 19 대응차원으로 전환한 원격강의를 수강한 일반대학의 대학생들이 인식한 학습실재감이 학습성과에 미치는 영향과 학습몰입의 매개효과를 검증하였다는데 의의가 있다.

Keywords

References

  1. J. M. Kim, K. T. Son, P. E. Lee, J. Y. Jeung, H. B. Jang & H. J. Lee. (2020). The Effects of Interaction Between Instructor-Student and Student-Student on Learning Achievement in Synchronous E-learning for Major Classes for University Students: The Mediating Role of Learning Flow. Journal of Agricultural Education and Human Resource Development, 52(3), 30-33. DOI:10.23840/agehrd.2020.52.3.25
  2. S. W. Han & B. Y. Kim. (2020). A Study on the Response of Learners to University Online Education after Corona 19. Culture and Convergence, 42(1), 155-172. DOI:10.33645/cnc.2020.10.42.10.155
  3. M. H. Kang, M. S. Park, J. Y. Jung & H. J. Park. (2009). The Effect of Interaction and Learning Presence on Learning Outcome in Web-Based Project Learning. Journal of Korean Association for Educational Information and Media, 15(2), 67-85.
  4. S. Y. Park, M. W. Nam & J. H. Lim. (2012). E-learning presence and self-efficacy and their relationships with learning achievement in cyber and consortium university. Journal of Agricultural Education and Human Resource Development, 44(1), 109-129. DOI:10.23840/agehrd.2012.44.1.109
  5. I. S. Cho. (2020). Issues and Improvements in Remote Learning of University. National Assembly Legislative Investigation Office.
  6. Y. S. Lee. (2020). A study on the Correlation of between Online Learning Patterns and Learning Effects in the Non-face-to-face Learning Environment. Journal of Korea Academia-Industrial cooperation Society, 21(8), 557-562. DOI:10.5762/KAIS.2020.21.8.557
  7. H. L. Yun & J. S. Kwon. (2020). Study on the Instructor Perceptions of Online Classes: Focusing on the Case of H University. Journal of Humanities and Social science 21, 11(5), 1281-1296. DOI:10.22143/HSS21.11.5.92
  8. W. H. Jang. M. J. Choi & H. G. Hong. (2020). A Case Study on the Operation of Non-face-to-face Experimental Class at University with COVID-19 Pandemic. Journal of Learner-Centered Curriculum and Instruction, 20(1), 937-966. DOI:10.22251/jlcci.2020.20.17.937
  9. H. S. Lee. (2020). A Study on the Perception of Professors and Learners on the Remote Learning of University Education-Focused on the Cases of M University-. Journal of the Korean School Mathematics Society, 23(3), 377-395. DOI:10.30807/ksms.2020.23.3.007
  10. M. J. Chae & J. Y. Lee. (2017). Analysis of Structural Relationship among Instructional Quality, Academic Emotions, Perceived Achievement and Learning Satisfaction in Offline and Online University Lectures. Journal of Educational Information and Media, 23(3), 528-548. DOI:10.15833/KAFEIAM.23.3.523
  11. J. S. Kim & M. H. Kang. (2010). Relationship among Teaching Presence, Learning Presence, and Effectiveness of e-Learning in the corporate setting. Asian journal of education, 11(2), 29-56. DOI:10.15753/aje.2010.11.2.002
  12. 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(2), 153-173. DOI:10.24159/joec.2020.26.2.153
  13. M. Y. Doo. H. L. Kwon & E. K. Moon. (2017). A Meta-Analysis of the Effects of Presence on Learning Performance in Online Learning Environment. Journal of Educational Methodology Studies, 29(1), 185-210. DOI:10.17927/tkjems.2017.29.1.185
  14. J. Y. Park. (2020). A Study on the Online Education of the University Promoted by Corona 19. Journal of Mechanical, 60(7), 32-36.
  15. S. K. Lee. (2020). The Relationship among Pre-Class Learning Participation, Task Value, Learning Presence, Class Participation, Learning Satisfaction in Teaching Profession Courses with Flipped Learning. Journal of Learner-Centered Curriculum and Instruction, 20(1), 127-153. DOI:10.22251/jlcci.2020.20.2.1227
  16. S. C. Lee, S. Y. Kim & S. H. Park. (2020). An early assessment on Korean universities' response to COVID-19. Journal of Learner-Centered Curriculum and Instruction, 20(20), 937-966. DOI:10.22251/jlcci.2020.20.20.993
  17. H. Y. Jung & J. W. Yoon. (2020). A Survey Research of Student's Perception of Korean Language Online Video Lecture. Journal of Humanities and Social science 21, 11(3), 1305-1318. DOI:10.22143/HSS21.11.3.93
  18. J. Y. Ju, A. K. Jung & M. R. Choi. (2016). Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners. Journal of The Institute of Internet, Broadcasting and Communication, 16(2), 137-144. DOI:10.7236/JIIBC.2016.16.2.137
  19. J. H. Moon, Zolzaya Eoteugeonghu & H. W. Yun. (2018). A Case study experience of college students who completed K-MOOC course. Journal of Education and Issues, 24(2), 67-86.
  20. H. Y. Lee, J. H. Ha & H. S. Jung. (2018). The effects of media efficacy and the feeling of presence on the satisfaction level of Korean Studies in real-time online course. Journal of the International Network for Korean Language and Culture, 15(3), 187-210. DOI:10.15652/ink.2018.15.3.187
  21. Richardson, J., Swan, K., Lowenthal, P., & Ice, P. (2016). Social presence in online learning: Past, present, and future. In Global Learn. Association for the Advancement of Computing in Education (AACE), 477-483.
  22. Y. M. Kim. (2019). The Effects of Social Presence on Learning Satisfaction and Learning Achievement in Cyber University. The e-Business Studies, 20(1), 199-216. DOI:10.20462/tebs.2019.2.20.1.199
  23. Y. M. Kim & K. H. Park. (2018). The Effects of Learning Presence on Learning Flow and Learning Performance in e-Learning. The e-Business Studies, 19(3), 99-115. DOI:10.20462/tebs.2018.6.19.3.99
  24. M. H. Kang. N. Y. Kim, M. J. Kim, J. Y. Kim & H. J. Yun. (2011). A Structural Relationship among Teaching Presence, Learning Presence and Learning Outcomes of e-Learning in Cyber University. Journal of Korean Association for Educational Information and Media. 17(2), 153-176.
  25. Csikszentmihalyi, M. (1990). Literacy and intrinsic motivation. Daedalus, 115-140.
  26. S. H. Lee. (2015). Structural Relationship Analysis between Fun, Learning Commitment, and Team Learning Activities Learning Satisfaction in PBL Environment. Proceedings of Social Welfare, 1009-1024.
  27. N. M. Shin & J. Chan. (2004). Direct and indirect effects of online learning on distance education. British Journal of Educational Technology, 35(3), 275-288. https://doi.org/10.1111/j.0007-1013.2004.00389.x
  28. J. S. Kim, Y. J. An & K. A. Kim. (2021). Analysis of Presence Impacting on Learning Satisfaction and Persistence in Non-face-to-face Programming Courses. Proceedings of Korea Computer Information Society, 29(1), 303-304.
  29. Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. DOI:10.1037//0022-3514.51.6.1173
  30. J. H. Park & Y. S. Lee. (2018). The Effect of Self-regulated Learning Strategy and Presence on Academic Achievement in Web-based e-learning. Journal of the Korea Contents Association, 18(3), 215-227. DOI:10.5392/JKCA.2018.18.03.215
  31. J. H. Park & S. A. Kim. (2020). Analytical Research on University Students' Online Art Therapy Class Experience. Art Education Review, (75), 167-193. DOI:10.25297/AER.2020.75.167
  32. J. Y. Ju, J. W. Lee & S. Y. Cho. (2012). Moderating Effects of Academic Self-Efficacy and Task-Value between Academic Stress and Achievement in Cyber University. Journal of Lifelong Learning Society, 8(1), 73-92. DOI:10.26857/JLLS.2012.04.8.1.73
  33. Ting, D. S. W., Carin, L., Dzau, V., & Wong, T. Y. (2020). Digital technology and COVID-19. Nature medicine, 26(4), 459-461. https://doi.org/10.1038/s41591-020-0824-5
  34. N. Y. Kim & Y. J. Lim. (2019). Establishment of an integrated management system to support the core competencies and career development of college students. Proceedings of the General Education, 370-378.