Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
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The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem-Based Learning

문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성

  • Han, Eui-Ryoung (Department of Medical Education, Chonnam National University Medical School) ;
  • Chung, Eun-Kyung (Department of Medical Education, Chonnam National University Medical School)
  • 한의령 (전남대학교 의과대학 의학교육학교실) ;
  • 정은경 (전남대학교 의과대학 의학교육학교실)
  • Received : 2021.09.30
  • Accepted : 2021.12.14
  • Published : 2022.02.28
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Abstract

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

Keywords

Acknowledgement

이 연구는 2020년 전남대학교 학술연구비 지원으로 수행되었다(과제번호: 2020-52407).

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