Browse > Article
http://dx.doi.org/10.5392/JKCA.2021.21.04.014

An Exploration of Interaction Factors and Analysis on Interaction-Level of Synchronous Online Education in University  

Han, Hyeong-Jong (국립한국교통대학교 교육대학원)
Publication Information
The Journal of the Korea Contents Association / v.21, no.4, 2021 , pp. 14-25 More about this Journal
Abstract
The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.
Keywords
Synchronous Online Education; Interaction; Mixed Method; Learners' Perception;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 H. W. Marshall and I. Kostka, "Fostering teaching presence through the synchronous online flipped learning approach," TESL-EJ, Vol.24, No.2, pp.1-14, 2020.
2 A. Gofur, A. Muhlis, and F. Rahmawati, "Lecturer's nonverbal communication attitude in classroom: Its meaning for college sudent," Journal of English Linguistics, Literature, and Education, Vol.1, No.1, pp.35-42, 2019.
3 H. A. Smith, "Nonverbal communication in teaching," Review of Educational Research, Vol.49, No.4, pp.631-672, 1979.   DOI
4 A. W. Bates, Technology, open learning and distance education, Routledge, 1995.
5 최정선, 권미경, 최은경, "실시간 온라인 학습에 대한 학습자의 인식 및 만족도 연구," 한국언어문화학, 제17권, 제2호, pp.247-278, 2020.
6 H. T. Hou, and S. Y. Wu, "Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study," Computers & Education, Vol.57, No.2, pp.1459-1468, 2011.   DOI
7 D. L. Hoffman, and T. P. Novak, "Marketing in hypermedia computer-mediated environments: Conceptual foundations," Journal of marketing, Vol.60, No.3, pp.50-68, 1996.   DOI
8 이동주, "온라인 수업에서 학습자들의 상호작용 증진을 위한 공동체의식 형성에 관한 고찰," 교육공학연구, 제20권, 제3호, pp.53-73, 2004.
9 S. Kleinman, "Strategies for encouraging active learning, interaction, and academic integrity in online courses," Communication Teacher, Vol.19, No.1, pp.13-18, 2005.   DOI
10 이은철, "온라인 협력학습에서 학습동기가 상호작용에 미치는 영향 분석," 한국콘텐츠학회논문지, 제17권, 제7호, pp.416-424, 2017.   DOI
11 J. E. Nieuwoudt, "Investigating synchronous and asynchronous class attendance as predictors of academic success in online education," Australasian Journal of Educational Technology, Vol.36, No.3, pp.15-25, 2020.   DOI
12 J. W. Creswell, A concise introduction to mixed methods research, SAGE publications, 2014.
13 M. G. Moore and G. G. Kearsley, Distance education: A system view, Wadsworth, 1996.
14 M. Bower, "Groupwork activities in synchronous online classroom spaces," ACM SIGCSE Bulletin, Vol.39, No.1, pp.91-95, 2007   DOI
15 A. L. Strauss and J. Corbin, Basics of qualitative research: Grounded theory procedures and techniques, Sage, 1990.
16 박성익, 임철일, 이재경, 최정임, 교육방법의 교육공학적 이해, 교육과학사, 2015.
17 김규동, 고유정, 최고은, 박인우, "이러닝에서 교수실재감, 학습참여도, 학습자-교수자 간의 상호작용 및 학업성취도 간의 구조적 관계 분석," 한국교육학연구, 제18권, 제1호, pp.169-188, 2012.
18 D. Rahayu, "Students' e-learning experience through a synchronous zoom web conference system," The Academic Journal of Studies in English Language Teaching and Learning, Vol.5, No.1, pp.68-79, 2020.
19 송윤희, "교수자의 비언어적 커뮤니케이션이 대학생의 감성적 실재감, 라포 및 학습만족도에 미치는 영향," 한국콘텐츠학회논문지, 제20권, 제10호, pp.259-267, 2020.   DOI
20 임철일, 박복미, 송승훈, "원격대학 이러닝에 있어서 상호작용 향상을 위한 통합적 접근," 평생학습사회, 제2권, 제2호, pp.1-22, 2006.
21 한송이, 이가영, "실시간 온라인 수업에 대한 교수자 인식 연구," 문화와 융합, 제42권, 제7호, pp.395-418, 2020.
22 M. Brown, M. McCormack, J. Reeves, D. C. Brooks, and G. Susan, EDUCAUSE horizon report: Teaching and learning edition, EDUCAUSE, 2020.
23 R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza, Teaching, technology, and teacher education during the covid-19 pandemic: Stories from the field, Association for the Advancement of Computing in Education (AACE), 2020.
24 T. C. Shoepe, J. F. McManus, S. E. August, N. L. Mattos, T. C. Vollucci, and P. R. Sparks, "Instructor prompts and student engagement in synchronous online nutrition classes," American Journal of Distance Education, Vol.34, No.3, pp.1-17, 2020.   DOI
25 김진모, 손규태, 이은표, 정지용, 장한별, 이화진, "대학 온라인 실시간 전공수업에서 교수자-학습자 상호 작용, 학습자-학습자 상호작용이 학습성과에 미치는 영향: 학습몰입의 매개효과," 농업교육과 인적자원개발, 제52권, 제3호, pp.25-48, 2020.
26 Y. C. Kuo, A. E. Walker, B. R. Belland, K. E. Schroder, and Y. T. Kuo, "A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments," International Review of Research in Open and Distributed Learning, Vol.15, No.1, pp.161-181, 2014.
27 H. Jung, and C. Brady, "Maintaining rich dialogic interactions in the transition to synchronous online learning," Information and Learning Sciences, Vol.121, No.5/6, pp.391-400, 2020.   DOI
28 임철일, "상호작용적 웹기반 수업 설계를 위한 종합적 모형의 탐색," 교육공학연구, 제15권, 제1호, pp.3-20, 1999.
29 M. G. Moore, "Three types of interaction," American Journal of Distance Education, Vol.3, No.2, pp.1-6, 1989.   DOI
30 조규락, "교사의 비언어적 의사소통 행동이 학생의 수업 참여도와 학업 성취도 도움에 미치는 영향," 교육정보미디어연구, 제17권, 제3호, pp.261-282, 2011.
31 박덕재, "온라인 대학영문법 강의에서 상호작용과 정의적 요인이 교육효과에 미치는 영향," 한국콘텐츠학회논문지, 제12권, 제4호, pp.510-519, 2012.   DOI
32 W. C. V. Wu, L. L. Yen, and M. Marek, "Using online EFL interaction to increase confidence, motivation, and ability," Journal of Educational Technology & Society, Vol.14, No.3, pp.118-12, 2011.