중국 대학교 강의 비디오 학습에서 탄막 활용이 학습자의 인지스타일에 따라 교수실재감과 학습몰입에 미치는 효과 = An Effect of using Barrage on Teaching Reality and Learning Flow according to Learner's Cognitive Style in Lecture Video Learning of Chinese University|RISS 상세보기

다국어 초록 (Multilingual Abstract)

With the popularity of various new lectures related to information technology(IT), various lectures and mixed lectures have become popular search terms in higher education. Traditional classrooms still have a single form of classroom interaction, with low student participation and low learning effectiveness. How to improve classroom interaction is still a problem to be solved. With the rapid development of mobile networks, China is advancing the reform of classroom teaching. Diaphragm interactive teaching is a dual experience of comprehensive online classroom learning and traditional learning. Under the guidance of teachers, students actively participate in teaching, changing from the traditional teacher-centered, student-centered model to the student-centered model.
The interactive function of the barrage is very strong and can be used in a variety of institutions, but it is rarely used in university courses. Therefore, this study applies carbon membrane technology to university courses. In this study, through experimental design, according to the students' cognitive style, the effect of the video instructor's use of coal film on teaching experience and devoted learning is verified.
Hypothesis 1. In the lecture video learning, there is a certain difference between the actual experience of the barrage in the teaching reality and learning flow.
Hypothesis 2. In the lecture video learning, there is a certain difference between the way of using barrage system in the teaching reality and learning flow.
Hypothesis 3, In the lecture video learning, whether there is a barrage depends on the learner's cognitive style, in the teaching reality and learning flow. will be different.
Hypothesis 4. In the lecture video learning, using barrage system is different from the teaching reality and learning flow according to different learner's cognitive style.
Hypothesis 5, In the lecture video learning, whether there is a barrage and method is different from teaching reality and learning flow.
Hypothesis 6. In the lecture video learning, the presence and absence of using barrage membranes and using barrage systems vary according learner's cognitive style, and they have different meanings for teaching reality and learning flow.
In order to explore the above research hypothesis, this study conducted experiments by dividing 90 first-year students into 30 groups of 30 students at Hebei Normal University in China. A: Control group (unused barrage group), B: Barrage utilization and barrage-video other teaching groups, C: Barrage utilization and barrage-video identical teaching groups were tested in the laboratory. In the minute study, there will be a difference in teaching presence and learning commitment than using and using a barrage as an experimental group. Barrage utilization and barrage-video There will be a difference between other teaching instruction groups and barrage utilization and barrage-videos. It will have an effect on teaching presence and learning immersion according to the learner's cognitive style. SPSS 25.0 was used as a program for statistical analysis of this study. The experimental analysis results are as follows.
Results1: In the teaching reality and learning flow, using barrage the average score of unusing barrage is greater than the average score of none, and the difference shows a statistically significant difference.
Results2: In the teaching reality and learning flow, the average of "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group", and the difference shows statistical significance. difference.
Results3: In the teaching reality and learning flow, it is statistically significant whether there is a main effect of barrage and cognitive style, and whether there is an interaction effect between the barrage group and learner's cognitive style.
Results4: In the teaching reality and learning flow, "Using barrage Barrage-Video Same Teacher Guidance Group" is larger than the average of "Using barrage Barrage-Video Other Teacher Guidance Group" Learner's cognitive style, and the interaction effect between the barrage style group and the cognitive style is also meaningful.
Results5: In the lecture video learning, whether there is a barrage and the way of using barrage group interaction effect shows a meaningful interaction effect In the teaching reality. In addition, meaningful interactive effects have emerged In the learning flow.
Results6: In the lecture video learning, according to the learner's cognitive style, the presence or absence of using barrage membrane and the method, the effect of the interaction between in the teaching reality and learning flow.
Overall, as a result of research, using barrage it is very necessary to advance the lecture video learning and to interact with each other between professors and students, students and students by using barrage. In the lecture video learning, using barrage the learner promotesin the teaching reality and learning flow.

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목차 (Table of Contents)

Ⅰ. 서론 1
1. 연구 필요성 및 목적 1
2. 연구가설 5
Ⅱ. 이론적 배경 6

Ⅰ. 서론 1
1. 연구 필요성 및 목적 1
2. 연구가설 5
Ⅱ. 이론적 배경 6
1. 탄막 6
2. 인지스타일 12
3. 교수실재감 19
4. 학습몰입 33
Ⅲ. 연구방법 48
1. 연구대상 48
2. 실험절차 49
3. 연구도구 52
4. 자료분석 57
Ⅳ. 연구 결과 59
1. 탄막 활용 여부에 따라 교수실재감과 학습몰입의 차이 59
2. 탄막 활용 방식에 따라 교수실재감과 학습몰입의 차이 60
3. 탄막 활용 여부와 인지스타일에 따라 교수실재감과 학습몰입의 차이 61
4. 탄막 방식과 인지스타일에 따라 교수실재감과 학습몰입의 차이 63
5. 탄막 활용 여부와 방식에 따라 교수실재감과 학습몰입에 차이 65
6. 탄막 활용 여부와 방식과 학습자의 인지스타일에 따라 교수실재감과 학습몰입의 차이 68
Ⅴ. 요약, 논의 및 결론 71
1. 요약 71
2. 논의 73
3. 결론 76

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