온라인 음악교육에서 인지적실재감, 자기효능감, 자기주도학습이 학습만족도와 학습지속의도에 미치는 영향 연구

박명숙 한국음악교육공학회 2014 음악교육공학 Vol.- No.20

Nevertheless of quantitative growth of on-line, various difficulties that learners face during on-line learning process created learning performance degradation and giving up on learning, and studies to improve learners’ satisfaction and increase an intention to continue learning have been required. The purpose of this study is to empirically verify the effects of learners’ cognitive realism, self-efficacy, self-directed learning and learning satisfaction on learning satisfaction and intention to continuous use when conducting music education utilizing on-line, and to provide implications when the actual on-line classes are conducted by investigating elements that have effects on satisfaction and an intention to continue learning of on-line music education. As a result of the study, cognitive realism, self-efficacy and self-regulated learning all had positive effects on learning satisfaction and an intention to continue learning, and especially self-regulated learning was the most significant. Also, learning satisfaction had a positive effect on an intention to continue learning. As implications according to the result of the study, in order to satisfy learners and make them continuously learn music education through on-line, it was found that self-regulated learning of the learners had the most effect. Thus, when conducting on-line music education, if finding a plan to grow self-regulated learning of learners, it will be more satisfying classes. 인터넷의 비약적인 발전과 정보화의 빠른 확산은 시간과 장소에 구애 받지 않고 원하는 지식을 학습 할 수 있는 교육환경을 제공해 주었다. 하지만 온라인의 양적인 성장에도 불구하고 학습자가 온라인 학습과정 중에 직면하게 되는 여러 가지 어려움은 학습성과 저하와 학습 중도 포기와 같은 문제점을 발생시켰고 이에 학습자들의 만족도를 향상시키고 학습을 지속적으로 하고자 하는 의도를 증대시키기 위한 연구가 지속적으로 요구되어왔다. 본 연구의 주된 목적은 온라인을 활용한 음악교육을 실시할 때, 학습자의 인지적실재감, 자기효능감, 자기주도학습과 학습 만족도 및 지속사용의도간에 어떠한 영향이 있는지 이론에 기초하여 실증적으로 검증하고, 이를 통해 온라인 음악교육의 만족도와 학습지속의도에 영향을 미치는 요인을 규명하여 실제 온라인 수업을 진행할 때 시사점을 제공하는 데 있다. 연구결과, 인지적실재감, 자기효능감, 자기조절학습능력 모두 학습만족도와 학습지속의도에 정(+)의 영향이 있는 것으로 나타났고, 특히 자기조절학습능력이 가장 큰 영향이 있는 것으로 드러났다. 그리고 학습만족도 역시 학습지속의도에 정(+)의 영향이 있다고 나타났다. 연구의 결과에 따른 시사점으로, 온라인을 활용하여 음악교육을 할 때 학습자가 만족하고 지속적으로 학습할 수 있기 위해서는 학습자의 자기조절학습능력이 가장 큰 영향을 주는 것으로 드러났다. 따라서 온라인 음악교육을 실시하고자 할 때, 학습자의 자기조절학습능력을 신장시킬 수 있는 방안을 모색하여 적용한다면 학습자가 더욱 만족하는 강의가 될 수 있을 것이다.

코로나19 상황에서 온라인 원격수업 질적 향상을 위한 학습자 인식 조사 —통번역 과목 수강 학부생 설문 조사를 중심으로

마승혜,허정경 한국번역학회 2020 번역학연구 Vol.21 No.4

In the 1st half of 2020, most of the students across the globe had to go through on-line distance learning due to the serious outbreak of the global pandemic Covid-19 and education experts predict that the on-line learning will grow significantly. Therefore, the quality enhancement of online teaching and learning has emerged as a critical issue. This study analyzes the perception on distance learning of 105 undergraduate students in interpreting and translation courses after they had experienced the on-line distance learning for a semester. The survey questions comprise three parts, i.e. personal information, opinions on distance learning, and experiences and perceptions on learning under the Covid-19 pandemic. The survey result shows that effective management of time and space is the greatest advantage of on-line learning, whereas the lack of communication and feedback is the biggest disadvantage. Under the Covid-19 pandemic, the respondents have gone through psychological/emotional distress more than physical constraints. For the quality enhancement of on-line education, feedbacks on students’ learning process need to be provided frequently, and psychological/emotional as well as system and economic supports are needed to better support students who are struggling to adapt to the new learning environment.

Traditional face to face and web‐based tutorials: a study of university students’ perception blended mode learning

김희진,이선영 중앙대학교 외국학연구소 2010 외국학연구 Vol.14 No.1

This study reports the results of a survey on the needs and attitudes of English as a foreign language (EFL) learners towards blended learning (an on-line course combined with off-line lecture classes) for an on-line general English course at the university level. Blended mode (Graham, 2006; Singh & Reed, 2001) is a growing field as an alternative to on-line or off-line only programs in language learning and teaching (Mantyla, 2001; Bersin, 2004). A survey was conducted with 33 off-line and 51 on-line university students, aiming to find useful information for developing distinctive blended learning models, one for on-line and the other for off-line environments. The findings are as follows: the two groups were similar in that i) distraction was thought of as the biggest disadvantage of on-line classes, ii) more than 42% of the students wanted to include some sort of off-line lecture combined with on-line contents, iii) about 60% of the students were willing to attend off-line lectures while taking an on-line course, and iv) the most preferred type of off-line class was such that the class meet biweekly for about two hours each time for team projects or assignment presentations and Q&A. Differences were also found: i) off-line students preferred off-line classes to on-line classes for general English courses (72% vs. 21%) whereas on-line students did not show such a preference (50% vs. 50%), ii) off-line students practically expected to attend off-line class more frequently than on-line students, and iii) on-line students showed a slight tendency to prefer Korean‐American teachers and English native speakers to Korean teachers whereas off-line students did not show such a preference tendency. The results provide positive evidence for university students’needs as well as useful information for implementing distinctive blended mode in EFL courses for on-line and off-line university students. This study reports the results of a survey on the needs and attitudes of English as a foreign language (EFL) learners towards blended learning (an on-line course combined with off-line lecture classes) for an on-line general English course at the university level. Blended mode (Graham, 2006; Singh & Reed, 2001) is a growing field as an alternative to on-line or off-line only programs in language learning and teaching (Mantyla, 2001; Bersin, 2004). A survey was conducted with 33 off-line and 51 on-line university students, aiming to find useful information for developing distinctive blended learning models, one for on-line and the other for off-line environments. The findings are as follows: the two groups were similar in that i) distraction was thought of as the biggest disadvantage of on-line classes, ii) more than 42% of the students wanted to include some sort of off-line lecture combined with on-line contents, iii) about 60% of the students were willing to attend off-line lectures while taking an on-line course, and iv) the most preferred type of off-line class was such that the class meet biweekly for about two hours each time for team projects or assignment presentations and Q&A. Differences were also found: i) off-line students preferred off-line classes to on-line classes for general English courses (72% vs. 21%) whereas on-line students did not show such a preference (50% vs. 50%), ii) off-line students practically expected to attend off-line class more frequently than on-line students, and iii) on-line students showed a slight tendency to prefer Korean‐American teachers and English native speakers to Korean teachers whereas off-line students did not show such a preference tendency. The results provide positive evidence for university students’needs as well as useful information for implementing distinctive blended mode in EFL courses for on-line and off-line university students.

LMS 데이터를 활용한 온라인 러닝의 학습 행동 및 효과에 관한 연구

전병호 (사)디지털산업정보학회 2023 디지털산업정보학회논문지 Vol.19 No.2

On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner’s satisfaction.

A study on quality enhancement of on-line learning by analyzing the operational evaluation of distance training institutes for teachers

김용린,김자미,안성훈 한국교육개발원 2010 KEDI Journal of Educational Policy Vol.7 No.2

Korea’s distance training institute has been in operation since 2000 with the aim of improving the quality of teachers. Without the restrictions of time and space, on-line learning in Korea has enjoyed a steady numerical growth in participation, accommodating over 600,000 teachers every year. On-line learning,however, has its fare share of problems as there is a possibility that the educational effectiveness of on-line learning could be lower than that of face-to-face training. Moreover, some institutes are poorly operating their on-line learning programs. In response to such drawbacks, the Korean government has been making efforts to enhance the quality of on-line learning for teachers since 2006 by conducting an overall assessment of distance training institutes for teachers. This study is a comprehensive analysis of the government’s evaluation on distance training institutes to increase their on-line learning program quality for teachers. Based on the analysis, three measures have been outlined for the improvement of on-line learning with the expectations that these suggested changes will assist in enhancing the quality of on-line learning for teachers in the future.

On-line과 Off-line 방식에 의한 물류교육의 학습성과 비교 연구

김영민 ( Young Min Kim ) 한국물류학회 2014 물류학회지 Vol.24 No.2

본 연구는 on-line과 off-line 방식에서 물류교육의 학습성과를 비교 분석하고, 그에 대한 시사점을 제시하고자 하였다. 즉, 동일한 물류관리 교재를 이용하여 on-line 방식과 off-line 방식으로 한 학기 동안 물류교육을 실시한 후 각각의 교육방식에 대한 성과에 어떤 차이를 보이는지 실증적으로 분석하고, 물류교육 성과향상을 위한 시사점을 제시하고자 하였다. 연구결과, on-line과 off-line 방식의 물류교육은 학업성취도와 학습만족도에서 통계적으로 유의한 차이를 나타내고 있지 않다. 그러나 물류이론 지식 습득에서는 off-line 방식이 on-line 방식보다 높게 나타났다. on-line 물류교육에서 학업동기 및 학습의욕을 고취시켜 학업성취도를 높일 수 있는 학습전략이 필요하며, 물류경력을 고려한 깊이 있는 이론적 지식이 제공되어야 한다. off-line 물류교육에서는 물류 기초 지식 뿐만 아니라 물류현장의 직,간접적 경험 기회를 확대할 필요가 있으며, 학습만족도를 높일 수 있는 학습전략이 마련되어야 한다. This paper aims to analyze the learning performance between online and offline logistics education, and it will suggest the implications for an effective logistics education strategy. For the purpose of this study, two target groups have been selected; one is an online class and the other is an offline class. Both classes used the same syllabus, quizzes, and text book. The results of the research show that significant differences were not identified in learning achievement or satisfaction between the online and offline classes. With regard to knowledge acquisition of logistics theory, the performance of the offline education group was higher than that of the online education group. Therefore, learning strategies based on motivation for study and performance improvements, as well as the supplement of in-depth logistics knowledge, are necessary in the consideration of a logistics career in online education. In the offline education strategy, more opportunities should be given to experience logistics field practice directly and indirectly, and teachers should provide learning skills to increase learning satisfaction.

On/Off-Line 연계 학습을 위한 이러닝 콘텐츠 연구 - 3D 그래픽 학습 콘텐츠를 대상으로 -

정회준 ( Jung Hoe-jun ) 한국디자인트렌드학회 2012 한국디자인포럼 Vol.35 No.-

본 연구에서는 Off-Line(강의실)의 수업자료와 On-Line 콘텐츠가 연계되어서 이러닝 콘텐츠로서 역할을 하고, On-Line에서 3D 그래픽 학습콘텐츠 사례를 참고해서 교과목 특성에 부합되게 이러닝 콘텐츠를 설계하였다. 단순히 3D 그래픽 작업기법을 교육시키는 주입식 Off-Line 교육과 수업자료만 게시하는 On-Line 단순 공유방식에서 On/Off-Line 콘텐츠의 연계를 통해 학습콘텐츠가 개선되고, 재교육을 지원한다. 학생들 스스로 관련정보를 찾고 관련된 정보에 접근해서 작업에 활용하고 이러한 과정을 통해 학습자 스스로 필요한 정보를 습득해서 해결해 나갈 수 있다. web 2.0 인터넷 환경에서 교과목을 중심으로 교수. 학습자가 On/Off-Line공간에서 참여, 공유를 할 수 있는 학습활동 중심의 이러닝 콘텐츠를 설계해서 학습효과를 향상시키는데 목적이 있다. In this study, E-learning contents, which linked between off-line resources and on-line contents, were designed by referencing 3D graphics learning contents and customizing to coincide for each class. E-learning contents support retraining and improving teaching materials by changing from previous education methods which cramming off-line education and noticing lecture materials to connecting Off-line contents and On-line contents. Learners could solve their problems to search and access information which related to their works. The purpose is improving effectiveness of learning by designing learner-centered E-learning contents, which make professors and students to participate and share their class activities on Web 2.0 Internet environments.

대학 이러닝 환경에서 학습자의 수업만족 및 향후수강의도 여부의 관련요인으로서, 인식과 자기효능감의 중요도에 대한 분석적 고찰

한신일,이정연,김혜정 한국교육학회 2010 敎育學硏究 Vol.48 No.2

The purpose of this study is to analyze characteristics of students and to provide effective teaching strategies of on-line classes in order for making e-learning fit well into teaching & learning environment of universities. For this, college students who have taken on-line classes were sampled, and their perception and efficacy of e-learning were analyzed in relation to their satisfaction with and intention of taking on-line courses later on. The results of the study show that; ① A strong corelation were found in four factors of perception of e-learning, efficacy of e-learning, satisfaction of on-line courses, and intention of taking on-line courses later on, ② Satisfaction with on-line courses and intention of taking on-line courses later on were especially influenced by perception of e-learning in a positive way, ③ Students’ perception of e-learning was significantly different among groups classified by the matrix of their satisfaction and intention. 본 연구는 대학 이러닝 환경에서 학습자들이 가지는 인식과 자기효능감이 이러닝의 수업만족도와 향후 수강의도와 어떠한 관계가 있는지를 분석함으로서, 이러닝에서 학습자의 특성에 관심을 높이고 학습자의 요구를 충족시킬 수 있는 이러닝 환경을 제공하는 데에 도움을 주는 것을 목적으로 하고 있다. 이를 위해 먼저 선행연구를 통해 이러닝에서의 만족도와 향후 수강의도, 이러닝에 대한 인식 및 자기효능감에 대한 내용을 정리하고, 대학에서 이러닝을 경험한 학습자들을 대상으로 설문조사를 실시하였으며, 그 결과를 기초로 이러닝에 대한 학습자 관점의 다양한 논의점을 전개하였다. 설문조사 결과, 이러닝에 대한 학습자의 인식 및 자기효능감, 학습만족도, 향후 수강의도의 각 변인 간에는 유의미한 상관관계가 있는 것으로 나타났고, 이러닝에 대한 인식은 수업만족도와 향후 수강의도에 직접적인 영향을 미치는 것으로 나타났다. 또한 이러닝 만족여부와 향후 수강의도여부에 따라 네 집단으로 구분하여 분석한 결과, 이러닝에 대한 인식은 집단간 유의미한 차이가 있는 것으로 나타났다. 이 결과를 바탕으로 결론에서는 대학 이러닝 활성화에 대한 대안이 제시되었다.

뷰티전공 성인학습자의 온라인 강의 품질이 학습몰입도와 학습만족도에 미치는 영향

홍수남 ( Soo Nam Hong ) 대한미용학회 2021 대한미용학회지 Vol.17 No.3

This study was conducted on 223 adult college learners majoring in beauty in Seoul and Kyeonggi-do, and SPSS v. 21.0 was used for data analysis. The purpose of the study is to identify how quality of online classes affect learning flow and learning satisfaction. The results are as follows. First, the results of hypothesis testing of the positive (+) effect of on-line lecture quality on learning immersion are as follows. It was found that learning content and learning performance, which are sub-factors of on-line lecture quality, had an important positive(+) effect on academic achievement and interest convenience. Second, the results of testing the hypothesis that on-line lecture quality has a significant positive(+) effect on learning satisfaction are as follows. It was found that learning contents and learning outcomes, which are sub-factors of learning satisfaction, have an important positive(+) effect on the learning environment and learning motivation. Third, the results of examining whether learning immersion has a significant positive(+) effect on learning satisfaction are as follows. It was found that academic achievement and interest convenience, which are sub-factors of learning immersion, had an important positive(+) effect on the learning environment and learning motivation. The results of the study are as follows. Adult learners who both work and study take traditional lectures with restrictions of time and space. However, in case of online classes, they are able to concentrate on their studies by themselves without any restrictions of time, space and other people. In addition, they could repeat lectures and take control of how to take classes, subsequently leading to natural learning flow and high learning satisfaction.

온라인 학습 프로그램과 온·오프라인 학습 프로그램 간의 학습역량 효과성 검증 : S대학교 재학생을 중심으로

최미순(Choi, Mee-Soon),조혜영(Jo, Hye-Young) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.24

본 연구는 온라인 학습 프로그램과 온·오프라인 학습 프로그램 간의 학습역량 효과성을 검증하는데 목적이 있다. S대학교 재학생 513명을 대상으로 온라인과 온·오프라인 학습 프로그램 진행 전과 종료 후 학습역량을 알아보았다. 이에 대한 차이를 검증하기 위해 SPSS 18.0을 사용하여 기술통계(M, SD, 왜도, 첨도)와 t-test 및 ANOVA 분석(Scheffé 사후검증)으로 알아보았다. 주요결과는 첫째, 성별, 학년에 따른 온라인 학습 프로그램과 온·오프라인 학습 프로그램 학습역량은 일부 요인에서 차이가 나타났다. 둘째, 온라인 학습 프로그램과 온·오프라인 학습 프로그램 간의 학습역량 차이를 알아본 결과 정보구성 능력과 하위요인인 지식구성, 자원활용 및 자아인식 하위요인인 문제해결, 자기개선 및 사회성 하위요인인 사회적 실천에서 차이가 통계적으로 유의미한 것으로 나타났다. 이러한 결과는 비교과 프로그램 운영에 있어서 온라인 학습 프로그램에 비해 혼합형(온·오프라인) 학습 프로그램이 더욱 효과가 있음을 의미하는 것이다. 본 연구결과는 언택트 시대에 대응해야 하는 대학상황에서 학습역량 프로그램 운영의 방향을 설정하는데 기초자료를 제공한다는 점에 의의를 갖는다. The purpose of this study is to verify the effectiveness of learning competencies between online and on-off line learning programs. After the end of the online and on-off line learning programs, the questionnaire was distributed to the 513 students at S University and retrieved to find out their learning capabilities by varying the survey criteria cycle through a specific point-in-time survey. To verify the differences, we used technical statistics (M, SD, skewness, kutosis) and t-test and ANOVA analyses (Schefe post-verification) with SPSS 18.0. The main results are as follows. First, there are statistically significant differences in learning capabilities between online programs and on/off line programs based on gender, grade in some factors. Second, the differences in learning ability between online and on-off line learning programs were found to be statistically significant in the ability to organize information and the sub-factors, knowledge construction and resource utilization, problem solving and self-improvement, which are the sub-factors of self-awareness, and the sub-factor of sociality, social practice. These results indicate that mixed (on and off-line) learning programs are more effective in enhancing learning capabilities than online learning programs in extracurricular program operations. This study is meaningful in that it provides basic data for setting the direction of operation of the learning competency program for universities that must respond to the untact era.