Earticle

초록

영어

This study investigated the factors that can predict college students’ satisfaction and perceived learning in the online learning environment, namely self-efficacy in online learning, learner-content interaction, learner-instructor interaction, and learner-instructor interaction. The study consisted of 145 students. The survey employed six different measures: (1) OLSE, (2) LCI, (3) LI, (4) LI, (5) Student Satisfaction, and (6) Perceived Learning. The regression results of the model with perceived learning as a dependent variable confirmed that the entire model with three independent interaction variables (LCI, LII, and LLI) predicted statistically significantly perceived learning. According to hierarchical regression using student satisfaction as a dependent variable, a model with OLSE added to the original model of independent variables related to the three interactions was significant. A hierarchical regression with perceived learning as a dependent variable revealed that a model added OLSE to the original model of the three interaction-related independent variables was significant. The results of this study demonstrated that OLSE, LII, and LLI in online classes are important factors in student satisfaction and perceived learning.

목차

I. 서론
II. 이론적 배경
1. 자기효능감
2. 상호작용
III. 연구방법
1. 연구대상
2. 자료 수집 방법 및 절차
3. 연구자료 및 도구
4. 분석방법
IV. 연구결과
1. 상호작용 변수가 학생 만족도 및 지각된 학습에 미치는 영향
2. OLSE가 학생 만족도 및 지각된 학습에 미치는 영향
V. 논의 및 결론
Works Cited
Abstract

키워드

저자

• 홍유림 [ Hong, Yu-Lim | 제주대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810