원격현존감과 인터페이스에 대한 지각이 학습자의 사이버강좌 평가 및 학습활동에 미치는 영향 = Telepresence and learners` perceptions of interface: Do they affect on cyber-course evaluation and learning activities?

다국어 초록 (Multilingual Abstract)

This study examined the effects of students` experiences of telepresence in a cyber class environment on course evaluation and learning activities. ``Telepresence`` was defined as the mediated perception of an environment, influenced by two technological dimensions: vividness and interactivity. ``Vividness`` meant ``the representational richness of a mediated environment``; and ``interactivity`` was defined as ``the extent to which users can participate in modifying the form and content of a mediated environment.`` Besides the construct of telepresence, students` perceptions of graphic user interface were hypothesized to affect both students` evaluation of cyber course and learning activities. 596 students from 9 internet-based cyber course using VOD and text media, participated in the study for which a survey inventory was developed. Course evaluation was measured in terms of effectiveness, efficiency, and attractiveness; and learning activities were indicated by the frequency of student`s visit to online bulletin board, the extent of watching VOD, and the extent of reading text information. The analysis of survey data revealed some empirical relationships among the variables investigated. First, students` perceptions of telepresence via both VOD and text media were positively related to their evaluation of cyber course. Second, the telepresence construct, however, had no significant effect on student participation in the online bulletin board; whereas the student`s experience of receiving instructor`s feedback was found to be significant in explaining the participation. Third, telepresence via the VOD medium had little effect on student learning activities, but seemed to contribute to the students` sense of being in a classroom environment with an instructor. Fourth, the effect of telepresence via the text medium was greater than the perception of interface design in explaining student`s involvement in learning activities. Fifth, apart from the major constructs under scrutiny, student background variables such as the attitude towards cyber-course and expected grade were found to be significant in making sense of student learning in a virtual environment.

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