루마니아인 학습자를 위한 실시간 온라인 한국어 수업 분석 연구 : 실재감과 학습만족도를 중심으로

다국어 초록 (Multilingual Abstract)

In the post–COVID-19 era, real-time online instruction has become a prominent mode of Korean language education, responding to the global expansion of Korean language learning and the diverse educational needs of learners. Although previous studies have demonstrated the effectiveness of online learning environments through constructs such as teaching presence, social presence, cognitive presence, and learning satisfaction, research focusing on overseas contexts of Korean language education remains limited. In particular, few studies have examined how learners’ sociocultural characteristics interact with their perceptions of real-time online Korean language classes.
Against this backdrop, the present study investigates Romanian learners’ perceptions of teaching presence, social presence, cognitive presence, and learning satisfaction in real-time online Korean language instruction, and seeks to derive pedagogical implications grounded in learners’ sociocultural contexts. To this end, a mixed-methods research design was employed. Quantitative data were collected through a questionnaire based on the Community of Inquiry (CoI) framework proposed by Garrison et al. (2000), along with a learning satisfaction scale adapted from Shin and Chan (2004). A total of 87 Romanian learners participated in the survey. To complement and deepen the quantitative findings, focus group interviews (FGI) were conducted with six learners, allowing for an in-depth exploration of their learning experiences.
The survey results revealed that learners perceived high levels of teaching presence (M = 4.84), cognitive presence (M = 4.68), social presence (M = 4.50), and learning satisfaction (M = 4.90), indicating an overall positive evaluation of real-time online Korean language classes. Among the three types of presence, teaching presence was perceived most strongly, while social presence showed the lowest relative level, particularly in terms of emotional expression and interpersonal connectedness. Analysis of learner variables showed no statistically significant differences according to gender, learning duration, or learning purpose. However, a significant difference was found in social presence by age group, with teenage learners perceiving lower levels of social presence than adult learners.
Correlation analysis demonstrated that teaching presence and cognitive presence were significantly and positively correlated with learning satisfaction, whereas social presence did not show a statistically significant correlation with satisfaction. This finding contrasts with some previous studies and suggests that, in this instructional context, learners’ satisfaction was more strongly influenced by structured instruction, clear organization, and effective learning support than by social or relational experiences.
The interview data further supported this interpretation, as learners consistently emphasized systematic lesson design, explicit learning objectives, and immediate feedback as the primary sources of satisfaction. While learners acknowledged the importance of interaction, they also reported limitations in forming close interpersonal relationships in the online environment.
From a sociocultural perspective, these results can be interpreted in light of Romanian learners’ relatively high uncertainty avoidance and preference for clear rules and predictable learning structures. Social presence, although important for the overall quality of learning experiences, may function indirectly rather than as a direct determinant of learning satisfaction in real-time online Korean language classes. Based on these findings, the study suggests pedagogical implications such as strengthening instructional structure, designing functional and structured interaction to enhance social presence, and expanding cognitive presence through tasks that promote practical application and the resolution stage of learning.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 6
• 1.2.1. 한국어교육에서의 실시간 온라인 수업 6
• 1.2.2. 실재감과 학습 성과의 관계 10
• 1.2.3. 루마니아인 학습자의 사회문화적 배경 17
• 1.3. 논문 구성 26
• 2. 논의의 전제 28
• 2.1. 실재감 28
• 2.2. 학습만족도 39
• 2.3. 루마니아에서의 한국어교육 43
• 2.3.1. 루마니아 내 한국어교육의 개괄적 현황 43
• 2.3.2. 연구 대상 기관의 한국어교육 운영 현황 49
• 3. 연구 방법 54
• 3.1. 연구 대상 및 절차 54
• 3.2. 연구 도구 57
• 3.2.1. 설문 조사 57
• 3.2.2. 초점집단면접(FGI) 62
• 3.3. 자료 처리 및 분석 방법 64
• 4. 루마니아인 학습자의 실재감 및 학습만족도 인식 66
• 4.1. 실재감 및 학습만족도 인식 수준 66
• 4.2. 학습자 변인에 따른 차이 70
• 4.3. 실재감과 학습만족도 간 상관관계 80
• 5. 루마니아인 대상 온라인 한국어교육을 위한 시사점 85
• 5.1. 학습자들이 평가한 교수실재감의 중요성 85
• 5.2. 학습자 경험에서 드러난 사회적 실재감의 한계 89
• 5.3. 인지적 실재감의 형성과 해결 단계 확장의 필요성 92
• 5.4. 기타 개선 과제와 학습자 요구 95
• 6. 결론 98
• 참고 문헌 106
• 부록 125
• ABSTRACT 133