온라인 수업에서 교수실재감, 학습접근, 만족도 및 학습효과 인식 간의 관계 분석 = Examining the relationships among teaching presence, learning approaches, learners` perception of satisfaction and effectiveness in online learning environments

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relationships among teaching presence, learning approaches, perception of satisfaction and effectiveness. To put it concretely, the effects of teaching presence on learning approaches, and their direct effects on satisfaction and effectiveness were investigated. In addition, the mediating effects of learning approaches on the relationship between teaching presence and learning outcome were analyzed. For this, the survey regarding teaching presence, learning approaches, perception of satisfaction and effectiveness was carried out targeting the cyber graduate school students. The research results are as in the following. Firstly, the results of correlation analysis, there was a significant positive correlation between teaching presence and deep approach, however, negative correlation between teaching presence and surface approach. Deep approach correlated with satisfaction and effectiveness positively, surface approach correlated with them negatively. Secondly, teaching presence was a significant factor to predict learning approach, perception of learners` satisfaction and effectiveness. Thirdly, deep approach had significant effects on learners` perception of satisfaction and effectiveness, but surface approach only had a significant negative effect on effectiveness. Finally, it was found that deep approach had a significant mediating effect on the relationship of teaching presence and satisfaction, but surface approach didn`t have a mediating effect. Additionally, deep approach and surface approach had a significant mediating effect on the teaching presence and effectiveness. Based on these results, related discussion were presented and several suggestions for improving teaching presence and encouraging deep approach of online learners were proposed.

참고문헌 (Reference)

1 이기봉, "체육 분야의 인과관계 연구에서 매개변인의 효과 검증" 국민체육진흥공단 체육과학연구원 17 (17): 33-44, 2006

2 한상훈, "성인학습자의 교육참여동기와 자기주도학습의 관계" 한국평생교육학회 9 (9): 225-246, 2003

3 최운실, "성인교육유형에 따른 교육참여 특성분석" 이화여자대학교 1985

4 주영주, "사이버대학에서 교수실재감, 인지적 실재감, 사회적 실재감과 학습성과와의 구조적 관계 규명" 한국정보교육학회 14 (14): 175-187, 2010

5 김나연, "사이버대학생의 교수실재감, 학습실재감, 학습성과의 구조적 관계 규명" 이화여자대학교 교육대학원 2011

6 김지심, "기업이러닝에서 실재감과 학습효과의 구조적 관계 규명" 이화여자대학교 대학원 2009

7 고은현, "e-러닝에서의 교수실재감 구인 요인에 대한 실증적 탐색" 한국교육정보미디어학회 12 (12): 263-287, 2006

8 Swan, K., "Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses" 22 (22): 306-331, 2001

9 Baten, M., "Using student-centered learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness" 5 (5): 243-260, 2010

10 Segers, M., "Understanding how a case-based assessment instrument influences student teachers’ learning approaches" 24 (24): 1751-1764, 2008

11 Ke, F., "Toward deep learning for adult students in online courses" 12 : 136-145, 2009

12 Majeski, R., "Theoretically based pedagogical strategies leading to deep learning in asynchronous online gerontology courses" 33 (33): 171-185, 2007

13 Khezri azar, H., "The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement" 5 : 942-947, 2010

14 Biggs, J. B., "The revised two-factor study process questionnaire: R-SPQ-2F" 71 (71): 133-149, 2001

15 Segers, M., "The relationship between students' perceptions of portfolio assessment practice and their approaches to learning" 34 (34): 35-44, 2008

16 Baron, R. M., "The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration" 51 (51): 1173-1182, 1986

17 Bangert, A., "The influence of social presence and teaching presence on the quality of critical inquiry" 20 (20): 34-61, 2008

18 Wise, A., "The effects of teacher social presence on student satisfaction, engagement, and learning" 31 (31): 247-271, 2004

19 Brady, E., "The effects of teacher presence on student performance and attitudes" 2003

20 Tiwari, A., "The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education" 26 : 430-438, 2006

21 Gulikers, J., "The effect of practical experience on perceptions of assessment authenticity, student approach, and learning outcomes" 18 (18): 172-186, 2008

22 Biggs, J. B., "Teaching For Quality Learning at University: What the Student Does. (2nd ed.)" Society for Research into Higher Education and Open University Press 2003

23 Nagel, L., "Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class" 13 (13): 45-51, 2010

24 Ramsden, P., "Studying learning: Improving teaching, In Improving learning: New perspectives" Kogan Page 1988

25 So, H. J., "Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors" 51 (51): 318-336, 2008

26 Biggs, J. B., "Student approaches to learning and studying" Australian Council for Educational Research 1987

27 Rovai, A. P., "Sense of community, perceived cognitive learning, and persistence in asynchronous learning network" 5 : 319-332, 2002

28 Wu, D., "Predicting learning from asynchronous online discussions" 8 (8): 139-152, 2004

29 Chamorro-Premuzic, T., "Personality, intelligence and approach to learning as predictors of academic performance" 44 : 1596-1603, 2008

30 Pawan, F., "Online learning: Patterns of Engagement and Interaction among in-service teachers" 7 (7): 119-140, 2003

31 Garrison, D. R., "Online community of inquiry review: Social, cognitive, and teaching presence issues" 11 (11): 61-72, 2007

32 Kanuka, H., "On-line social interchange, discord, and knowledge construction" 13 (13): 57-74, 1998

33 Swan, K., "On the nature and development of social presence in online course discussion" 9 (9): 115-136, 2005

34 McCroskey, J. C., "Nonverbal immediacy and cognitive learning: a cross-cultural investigation" 45 (45): 200-211, 1996

35 Entwistle, N., "Motivational factors in students approaches to learning, In Learning strategies and learning styles" Plenum Press 21-49, 1988

36 Zhan, H., "Is it a tale of woe? An investigation of relationships of online teaching presence and learning" 3 (3): 107-122, 2007

37 Gerber, S., "Instructor influence on reasoned argument in discussion boards" 53 (53): 25-39, 2005

38 Leung, M., "Impacts of teaching approaches on learning approaches to learning in University of Hong Kong and Sydney" 39 : 251-266, 2008

39 Valk, A., "How to support to deep learning at a university" National University of Singapore 2005

40 Dringus, L. P., "Facilitating discourse and enhancing teaching presence: Using mini audio presentations in online forums" 13 (13): 75-77, 2010

41 Garrison, D. R., "Facilitating cognitive presence in online learning: interaction is not enough" 19 (19): 133-148, 2005

42 Garrison, D. R., "Exploring causal relationships among teaching, cognitive and social presence: Student peceptions of the community of Inquiry" 13 (13): 31-36, 2010

43 Ke, F., "Examining online teaching, cognitive, and social presence for adult students" 55 (55): 808-820, 2010

44 Shea, P., "Enhancing student satisfaction through faculty development: The importance of teaching presence, In Elements of quality online education: Into the mainstream -Vol. 5 in the Sloan-C Series" Sloan-C 39-59, 2004

45 Cope, C., "Educationally Critical Characteristics of Deep Approaches to Learning about the Concept of an Information System" 2 : 415-427, 2003

46 Garrison, D. R., "E-learning in the 21st century: a framework for research and practice" RoutledgeFalmer 2003

47 Arbaugh, J. B., "Does “teaching presence” exist in online MBA courses" 9 (9): 9-21, 2006

48 Eley, M., "Differential adoption of study approaches within individual students" 23 (23): 231-254, 1992

49 Wang, M. J., "Cybergogy for Engaged Learning: A Framework for Creating Learner Engagement through Information and Communication Technology, In Engaged Learning with Emerging Technologies" Springer Publishing 225-253, 2006

50 Garrison, D. R., "Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education" 2 (2): 87-105, 1999

51 Yang, Y. F., "Conceptions of and approaches to learning through online peer assessment" 20 (20): 72-83, 2010

52 Traphagan, T. W., "Cognitive, social and teaching presence in a virtual world and a text chat" 55 (55): 923-936, 2010

53 Cercone, K., "Characteristics of adult learners with implications for online learning design" 16 (16): 137-159, 2008

54 Picciano, A. G., "Beyond student perceptions: issues of interaction, presence and performance in an online course" 6 (6): 21-40, 2002

55 Anderson, T., "Assessing teaching presence in a computer conferencing context" 5 (5): 1-17, 2001

56 Rourke, L., "Assessing social presence in asynchronous text-based computer conferencing" 14 (14): 50-71, 2001

57 Lawless, C., "Approaches to studying and perceptions of academic quality in distance education" 44 : 257-282, 2002

58 Shea, P., "A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses" 9 (9): 175-190, 2006

59 Marks, R. B., "A structural equation model of predictors for effective online learning" 29 : 531-563, 2005

60 Zeegers, P., "A revision of the Biggs' Study Process Questionnaire (R-SPQ)" 21 (21): 73-92, 2002

61 Shea, P., "A preliminary investigation of teaching presence in the SUNY learning network, In Elements of Quality Online Education: Practice and direction-Vol. 4 in the Sloan-C Series" Sloan-C 2003

62 Shea, P., "A follow-up investigation of “teaching presence” in SUNY learning network" 7 (7): 61-80, 2003

63 Ozkal, K., "A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches" 19 (19): 71-79, 2009