원격교육을 위한 상호작용, 온라인학습 자기효능감, 몰입경험 및 학습참여의 구조적 관계 : 중국 H대학 학생들을 중심으로 = The Structural Relationships among Interaction, Online Learning Self-Efficacy, Flow Experience, and Learning Engagement for Distance Education: Focusing on Chinese Students at an H College

다국어 초록 (Multilingual Abstract)

In the 21st century, the exponential advancement of information technology has greatly enhanced the educational landscape in higher education institutions, with online learning methods emerging as a significant area of investigation within contemporary university education. Moreover, particularly during the outbreak of the COVID-19 pandemic, online learning has emerged as a solution to the numerous challenges posed by temporal and spatial limitations. Consequently, enhancing the engagement of Chinese college students in online learning has emerged as a pivotal research focus in the realm of online education within Chinese universities.
In web-based instruction, this study investigates the interplay between learner-learner interaction, learner-instructor interaction, and learner-content interaction and their impact on online learning participation. Additionally, the research examines the mediating influence of self-efficacy and immersive experiences on online learning.
The study sample consisted of college students enrolled at a university in China. A quantitative research approach was employed, involving 595 Chinese college students with the prior online learning experience. The survey instrument utilized in this study encompassed the Learning Engagement Scale(LES), the online Learning Self-efficacy Scale, the Initial Virtual-course Flow Measure(VFM), and the Interaction Behavior Scale. By analyzing the survey data, this research investigates the impact of three types of interaction on online learning engagement among Chinese college students and the mediating role of self-efficacy and flow experiences in online learning.
Four research questions are designed:
RQ1: What is the current level of college students' learning engagement in online learning environments?
RQ2: How does interaction affect college students' learning engagement in distance education through individual perception factors (online learning self-efficacy and flow experience)?
RQ3: What are the structural relationships among interactive behavior, online learning self-efficacy, flow experience, and learning engagement?
RQ4: What is the mediating role of online learning self-efficacy and flow experience?
Implementing a structural equation model, this study examines the interrelationship among interaction, online self-efficacy, flow experience, and online learning engagement. The specific research findings are as follows:
(1) All three types of interaction positively predict online self-efficacy, immersive experience, and online learning engagement.
(2) Online self-efficacy positively predicts flow experience and online learning engagement.
(3) Flow experience positively predicts online learning participation.
(4) Online self-efficacy and flow experience mediate between interaction and online learning engagement.
Based on the results of this study, it can be concluded that by exploring the relationships between variables, we can gain valuable insights into the moderating effect of Chinese college students' self-efficacy and flow experience on interaction and engagement in online learning. These conclusions hold significant implications for Chinese college educators in facilitating online teaching activities and enhancing students' engagement in online learning.

국문 초록 (Abstract)

21세기에 접어들어 정보기술의 급속한 발전은 중국의 대학 교육 환경을 개선했고, 온라인 교수법은 현재 대학교육의 중요한 연구주제가 되었다. 특히 코로나 전염병이 유행하는 동안 온라인 교수-학습법은 시간과 공간에 따라 교육이 제한되는 많은 문제를 해결하고 있다. 결국 중국 대학생들의 온라인 학습에 대한 학습 참여도를 어떻게 향상할 것인가에 대한 문제는 중국 대학의 온라인 교육에서 중요한 연구주제가 되었다. 이러한 맥락에서 온라인 교육 상황에서 학습자와 학습자 간의 상호작용, 학습자와 교수자의 상호작용, 학습자와 수업콘텐츠 내용의 상호작용 및 온라인 학습 참여 사이의 관계를 탐구하고자 한다. 동시에 온라인 학습에서 자기효능감과 몰입경험의 매개역할을 살펴보고자 한다. 본 연구의 연구 질문은 다음과 같다.
연구질문1: 온라인 학습 환경에서 대학생의 학습 참여도는 현재 어느 정도인가?
연구질문2: 상호작용은 개별 인식 요소(온라인 학습 자기효능감 및 몰입경험)를 통해 중국 대학생의 원격 교육 학습 참여에 어떠한 영향을 미치는가?
RQ3: 대화형 행동, 온라인 학습 자기효능감, 몰입경험 및 학습 참여 사이의 구조적 관계는 무엇인가?
RQ4: 온라인 학습 자기효능감과 몰입경험의 매개 역할은 무엇인가?
이 연구의 참여자는 중국의 한 사립대학의 대학생들로 구성되었다. 양적 연구 방법을 사용하여 이전에 온라인 학습 경험이 있는 중국 대학생 595명을 대상으로 설문조사를 하였다. 사용된 설문지 척도는 학습 참여 척도, 온라인 학습 자기효능감 척도, 온라인 과정 몰입 척도, 상호 작용 행동 척도를 바탕으로 구성되었다. 설문조사 데이터 분석을 통해 세 가지 유형의 상호작용이 온라인 학습 참여에 미치는 영향과 중국 대학생의 온라인 학습에 대한 자기효능감 및 몰입경험의 매개 역할을 조사하였다.
본 연구에서는 상호작용, 온라인 자기효능감, 몰입경험, 온라인 학습참여의 관계를 탐색하기 위하여 구조방정식 모형을 사용하였다. 구체적인 연구 결과는 다음과 같다. 첫째, 세 가지 유형의 상호작용은 온라인 자기효능감, 몰입경험 및 온라인 학습 참여를 긍정적으로 예측할 수 있다. 둘째, 온라인 자기효능감은 몰입경험과 온라인 학습 참여를 긍정적으로 예측할 수 있다. 셋째, 몰입경험은 온라인 학습 참여를 긍정적으로 예측할 수 있다. 넷째, 온라인 자기효능감과 몰입경험은 상호작용과 온라인 학습 참여 사이의 매개역할을 한다.
본 연구 결과를 바탕으로 결론을 도출하면, 변수 간의 관계 연구를 통하여, 중국 대학생의 온라인 학습에서의 자기효능감과 몰입경험이 상호작용 및 온라인 학습 참여에 미치는 조절 효과를 효율적으로 이해할 수 있다. 이러한 결론은 중국 대학의 교수자들이 학습자들의 온라인 학습 참여도를 향상하기 위해 온라인 교육 활동을 수행할 때, 중요한 참고 사항이 될 수 있다.

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 10
• 3. Research Questions 12
• Ⅱ. Literature Review 13
• 1. Online Learning Engagement 13
• 2. Interaction 32
• 3. Online Learning Self-efficacy 44
• 4. Flow Experience 57
• 5. The Influence of Individual Variables on College Students' Online Learning Engagement 78
• 6. The Relationship between Variables 80
• 7. Research Model 86
• III. Methodology 87
• 1. Study Participants 87
• 2. Measurement 89
• 3. Data Collection Analysis 95
• Ⅳ. Results 96
• 1. Descriptive Statistics and Correlations 96
• 2. Analysis of the Difference of Individual Variables of College Students' Online Learning Engagement 102
• 3. Test the Measurement Model 104
• 4. Test of the Structural Model 114
• 5. Mediation Effect Test 121
• Ⅴ. Discussion 124
• 1. Analysis of Individual Background Variables of College Sudents Online Learning Engagement 124
• 2. Structural Model Test Analysis and the Relationship between Variables 127
• 3. Mediation Effect Analysis 133
• Ⅵ. Conclusions 137
• 1. Summary 137
• 2. Implications 140
• REFERENCES 148
• Appendixes 188
• ABSTRACT 198

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