온라인 학습에서 사회적 실재감과 학습자 특성, 토론효과 및 학습효과 인식, 만족도와의 관계 연구 = The investigation of the relationships among social presence, learners' characteristics, perceived effects of discussion, perceived learning and satisfaction in online learning

국문 초록 (Abstract)

본 연구는 온라인 학습에서 사회적 실재감이 다양한 학업성과에 미치는 영향 및 학습자 특성과의 관계를 파악하기 위해 수행되었다. 이에 온라인 강좌를 수강하고 있는 사이버 대학원생을 대상으로 사회적 실재감, 토론효과인식, 전체적인 학습효과 인식, 만족도에 대한 설문조사를 실시하여 그 관계를 분석하였다. 특히 본 연구에서는 사회적 실재감을 (동료)학습자에 대한 사회적 실재감과 교수자에 대한 사회적 실재감으로 구분하여 조사가 이루어졌다.
연구결과 첫째, 학습자 사회적 실재감은 학습자의 학기에 따라 유의한 차이가 있었으며 학기가 높은 학습자일수록 학습자 사회적 실재감을 더 높게 인식하는 것으로 나타났다. 둘째, 변인간의 상관분석 결과 모든 변인 간에 유의한 상관관계가 나타났으나 성과 변인과의 상관에 있어 학습자 사회적 실재감에 비해 교수자 사회적 실재감이 더 높게 나타났다. 셋째, 교수자 사회적 실재감과 학습자 사회적 실재감 모두 토론효과 인식에 유의한 영향을 주었고, 교수자 사회적 실재감의 영향력이 조금 더 크게 나타났다. 넷째, 전체적인 학습효과 인식에 대해서는 교수자 사회적 실재감만이 영향을 주는 요인으로 나타났고 그 설명력은 토론효과 인식보다 낮았다. 마지막으로 만족도에 미치는 영향에서도 교수자 사회적 실재감만이 유의미한 영향을 주는 것으로 나타났다. 이러한 연구결과를 바탕으로 관련 논의와 시사점을 제안하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the influences of social presence on learning outcomes and their relationships with learners' characteristics. Therefore, social presence, perception of discussion effect, and overall perceived learning were surveyed among cyber graduate school students in Korea. Specifically, the construct of social presence was divided into learner social presence and teacher social presence. Relationships with other variables were then analyzed separately.
Research results show that, first, social presence significantly differed according to learners' year (grade) in school. That is, higher grade students perceived social presence highly. Second, the correlations among all of the variables were significant; the relationships of teacher social presence with other outcome variables were stronger than those of learner social presence. Third, learner social presence and teacher social presence were significant predictors of perceived effect of discussion, but the effect of teacher social presence was only slightly stronger than that of learner social presence. Fourth, teacher social presence was a significant factor in perceived learning overall but learner social presence was not. Similarily, only teacher social presence accounted for some of the variability of satisfaction, while learner social presence did not account for the variability. Based on these results, the role of the online teacher and strategies for enhancing social presence to improve learning outcomes were suggested.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 사회적 실재감
• 2. 교수자 사회적 실재감
• 3. 학습자 특성과 사회적 실재감
• 4. 사회적 실재감과 학습성과 변인과의 관계
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 연구도구
• 3. 연구절차 및 자료분석
• Ⅳ. 연구결과
• 1. 학습자 특성에 따른 사회적 실재감
• 2. 사회적 실재감과 효과인식, 만족도 간의 상관관계
• 3. 사회적 실재감이 효과인식과 만족도에 미치는 영향
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

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