• Title/Summary/Keyword: 교수실재감

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Factors Affecting Students' Satisfaction with Online Learning and Intention to Use Online Learning (온라인 수업 만족도 및 사용 의도에 미치는 요인들 연구)

  • Um, Namhyun
    • Journal of the Korea Convergence Society
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    • v.13 no.4
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    • pp.203-211
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    • 2022
  • Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

Effects of Lecturer Appearance and Students' Behavioral Patterns on Learning Flow and Teaching Presence of Chinese University Students' Video Lectures (중국 대학생의 동영상 학습에서 교수자 출연이 학습자 행동유형에 따라 학습몰입과 교수실재감에 미치는 효과)

  • Tai, Xiao-Xia;Zhu, Hui-Qin;Kim, Bo-Kyeong
    • Journal of the Korea Convergence Society
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    • v.12 no.3
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    • pp.107-114
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    • 2021
  • The purpose of this study is to investigate whether there is a difference in the effect of learning flow and teaching presence according to the lecturer's appearance and students' behavioral patterns in video learning. For this experiment, 183 freshmen from Xingtai University in China were selected as subjects. After being classified according to DISC, students were assigned to study the lecture videos with the appearance of the lecturer and the video without the appearance of the lecturer. After testing the level of their learning flow and teaching presence, the differences between groups were analyzed. According to the results of the analysis, the learning flow and teaching presence of groups who learned the videos in which the lecturer appeared were significantly higher than the groups who learned the videos without the appearance of the lecturer. Second, the effects of whether the lecturer appears or not according to DISC on learning flow were significant. However, the effects of DISC, and the interactive effect of DISC and the lecturer appearance were found to have no significant interactive effect on learning flow. Third, the effects of whether the lecturer appears or not according to DISC on teaching presence were significant, and the effects of DISC on teaching presence were not significant, but the interactive effect of lecturer appearance and DISC was significant. These findings suggest that lecture videos with the appearance of the lecturer generally have better effect. In particular, in order to enhance teaching presence, it is effective to decide whether the lecturer appears or not by considering its interactive effects with learners' DISC.

Effects of Lecturer Appearance and Speech Rate on Learning Flow and Teaching Presence in Video Learning (동영상 학습에서 교수자 출연여부와 발화속도가 학습몰입과 교수실재감에 미치는 효과)

  • Tai, Xiao-Xia;Zhu, Hui-Qin;Kim, Bo-Kyeong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.1
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    • pp.267-274
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    • 2021
  • The purpose of this study is to investigate differences in learning flow and teaching presence according to the lecturer's appearance and the lecturer's speech rate. For this experiment, 183 freshman students from Xingtai University in China were selected as subjects of the experiment, and a total of four types of lecture videos were developed to test the lecturer's appearance and their speech rates. Data was analyzed through multivariate analysis of variance. According to the results of the analysis, first, learning flow and teaching presence of groups who experienced the presence of the lecturer appeared were significantly higher than the groups who learned without the appearance of the lecturer. Second, the groups who learned from videos with a fast speech rate showed higher learning flow and teaching presence than the group who learned at a slow speech rate. Third, there were no significant differences in both learning flow and teaching presence according to the lecturer's appearance and speech rate. This result provides a theoretical and practical basis for developing customized videos according to learners' characteristics.

The Effect of the Flipped Learning on Grit, Learning Presence, and Learning Satisfaction of Nursing Students (플립러닝 교수법이 간호대학생의 그릿, 학습실재감 및 학습만족도에 미치는 효과)

  • Hwang, A-Reum;Lee, Ju-Ry
    • The Journal of the Korea Contents Association
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    • v.22 no.5
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    • pp.656-666
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    • 2022
  • The purpose of this study is to evaluate the effect on the grit, learning reality, and learning satisfaction for nursing students using the flipped learning teaching method. We developed a flipped learning educational program using ADDIE model for nursing students and evaluated the program effect. As a result of this study, the grit (t=-3.07, p=.003), the learning presence (t=-4.87, p<.001) and the learning satisfaction (t=-5.18, p<.001) significantly increased after flip learning method application. The Grit shown to have a significant positive correlation with learning presence (r = .47, p<.001), and learning satisfaction (r = .26, p<.005). The learning presence shown to have a significant positive correlation with learning satisfaction (r = .548, p<.001). The flipped learning teaching method may improve the grit, learning reality, and learning satisfaction. Various efforts will be needed to lay the foundation for flipped learning teaching methods in the field of nursing education in the future.

The Effects of Task Value, Perceived Usefulness, and Teaching Presence on Learning Outcomes in Cyber University (사이버대학생의 학습성과에 대한 과제가치, 지각된 유용성, 교수실재감의 영향)

  • Lee, Jeong-Min;Yoon, Seok-In
    • Journal of The Korean Association of Information Education
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    • v.15 no.3
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    • pp.449-458
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    • 2011
  • The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

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The Effect of Academic Emotions, Learning Flow and Perceived Teaching Presence on Academic Achievement among Undergraduate Nursing Students in an Uncontacted Online Class Learning (간호대학생의 학습정서, 학습몰입, 인지된 교수실재감이 비대면 온라인 학업성취도에 미치는 영향)

  • Hyun Jeong
    • Journal of Industrial Convergence
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    • v.21 no.11
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    • pp.75-83
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    • 2023
  • This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

The Effect of e-Learning Contents' Information Presentation Method on Teaching Presence and Academic Achievement (e-러닝 콘텐츠의 정보제시방식이 교수실재감 및 학업성취도에 미치는 효과)

  • Kim, Jinha;Kim, Kyunghee;Lee, Seongju
    • The Journal of Korean Association of Computer Education
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    • v.22 no.3
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    • pp.79-87
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    • 2019
  • This study examined the effect of e-learning contents with different dual-coding, media-richness, and cognitive-load degree on learning. To do so, after dividing summary and explanation presentation methods in e-learning contents according to information's quantity and kind, the effects on teaching presence and academic achievement were examined. The summary presentation method was produced as text type and text+illustration type and the explanation presentation method as audio type and audio+video type. The results of this study are as follows. First, in the summary method, the text+illustration type had significantly higher teaching presence than text type. Second, in the explanation method, the audio type was found to be significantly higher than the audio+video type. Third, the interaction between the summary method and explanation method was found to be significant in teaching presence and academic achievement.

Effect of Total Remote Classes on Lecture Satisfaction due to Coronavirus disease-19: Focusing on Radiological Science Majors (코로나바이러스감염증-19로 인한 전면적 원격수업이 강의만족도에 미치는 영향: 방사선학 전공자를 중심으로)

  • Hwang, Chulhwan;Yang, Sung Hee;Koo, Hyo Geun
    • Journal of the Korean Society of Radiology
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    • v.15 no.3
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    • pp.381-390
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    • 2021
  • The purpose of this study was to examine the lecture satisfaction of radiological science majors in total remote classes due to coronavirus disease 2019, and influencing factors were analyzed. An online survey was conducted from September 1, 2020 to November 15, 2020, lecture satisfaction, teaching presence, academic motivation, self efficacy, behavior regulation and usage simplicity of remote classes for 458 3 and 4-year radiological science majors located in the Yeongnam area. Lecture satisfaction was significantly different according to grade, self-review time, and preferred teaching method. In addition, lecture satisfaction showed a significant positive corrleation with the teaching presence and usage simplicity of remote classes. In the multiple regression model, lecture satisfaction showed a significant explanatory power of 45.7% through usage simplicity, teaching presence, self efficacy and academic motivation. This study was attempted to provide basic data to increase the effect of remote classes at universities that are expected to expand in the post-corona.

Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners (원격평생교육 학습자의 목표지향성, 교수실재감, 학습접근방식, 만족도 및 학업성취도 간의 구조적 관계 규명)

  • Joo, YoungJu;Chung, Aekyung;Choi, Miran
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.16 no.2
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    • pp.137-144
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    • 2016
  • The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

Effects of Self-Regulation, Teaching Presence, Learning Engagement on Computational Thinking in Online SW Liberal Education (온라인 SW교양교육에서 자기조절, 교수실재감, 학습몰입이 컴퓨팅사고력에 미치는 영향)

  • Ha, Seukyoung;Park, Juyeon;Bae, Yoonju;Lee, Jeongmin
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.579-590
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    • 2021
  • This study examined the mediating effect of learning engagement in the relationship between self-regulation, teaching presence and computational thinking in online SW education. To verify the research problem, a blended learning model adopted SW liberal course at A Women's University located in Seoul, which 94 students were enrolled in, was selected. The results of this study and the implications are as follows: First, it was found that learning engagement mediated the relationship between self-regulation and computational thinking. Second, it was found that learning engagement mediated the relationship between teaching presence and computational thinking. This study suggested a plan to improve learners' active engagement and self-regulation strategy in online SW education. In addition, it is significant that this study considered a method for learners to perceive teaching presence in online learning environment.