Earticle

초록

영어

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

목차

Abstract
1. INTRODUCTION
2. RESEARCH METHODS
2.1 Object of Study
2.2 Questionnaire Survey
2.3 Research Questions
3. RESEARCH RESULTS
3.1 Analysis of Variables Affecting Non-face-to-face Teaching-Learning
3.2 Students' Perception of Variables Influencing Non-face-to-face Teaching-Learning
3.3 Descriptive Investigations of Students on Non-face-to-face Teaching-Learning
4. CONCLUSIONS
REFERENCES

키워드

저자

• Min Ju Koo [ Ph.D. student, Dept. of Chemistry Education, Gyeongsang National Univ. Korea ]
• Jong Keun Park [ Professor, Dept. of Chemistry Education, Gyeongsang National Univ. Korea ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Advanced Culture Technology(IJACT)

• 간기

  계간

• pISSN

  2288-7202

• eISSN

  2288-7318

• 수록기간

  2013~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 600 DDC 700