Earticle

원격 학습을 통해서 교육의 수요자는 자신의 필요에 따라 어느 공간에서나 자신이 편리한 시간에 필요한 학습을 할 수 있게 되는데 효과적인 학습을 하기 위해선 학습의 과정과 결과가 상호 보완적이어야 하고, 교사와 학생 간에 즉각적인 상호 작용이 이루어 질 수 있어야 한다. 이를 가장 효율적으로 사용할 수 있는 방법으로 대화형 프로그램에 프로그래밍 작성 화면을 공유하여 교수자와 학습자가 대화를 하면서 프로그래밍 언어 학습을 할 수 있도록 하는 프로그램을 구현하였다. 본 연구에서는 학습자가 교수자의 수정사항을 시각적으로 확인할 수 있도록 소스 코드 시각화 기법을 사용하여 학습자가 효과적으로 수정사항을 인지할 수 있게 하였다. 이는 대화형 프로그램의 장점인 사용자간의 상호작용을 프로그래밍 언어교육에 혼합한 것으로 면대면 학습효과에 버금가는 효과가 나올 것이라 기대한다.

Distance learning makes it possible for educational consumers to study anywhere or anytime. In order to provide effective distance learning, it requires not only educational process and educational results to be closely correlated but also a method for teachers and students to communicate immediately. We devised a dialogue system like a chatting program containing an editor. With this program, students can learn a programming practice by chatting between a teacher and a student. We also incorporated a source code visualization technique based on diff algorithm so that the visualization technique makes it possible for students to recognize the remedies by teachers visually. The result comes by mixing the merits of a dialogue system giving a close interrelationship among users into a programming language education. We expect that the successful result would be tantamount to a face-to-face education.

4차산업혁명의 시작은 국내 산업 전반에 다양한 변화를 가져오고 있으며, 생산 제조 및 물류 분야의 기업에 스마트 팩토리가 확산되면서, 자동화 설비를 사용하고 있다. 특히 물류 자동화 현장에서는 AGV가 널리 사용되고 있으 며, 전통적인 AGV의 구동 방식인 라인 유도 방식의 사용이 대부분이다. 또한 AGV 시스템 개발자 및 시스템 운영자 및 관리자, 유지보수 인력의 수요도 증가하고 있는 추세이나, 교육을 위한 시스템의 설치에 고가의 비용이 소요되고, 넓은 공간을 필요로 하는 특성을 가지고 있어, 체계적인 교육이 어려운 상황이다. 본 논문에서는 교육생들의 원활한 실습을 위하여 가상 시뮬레이션 기반의 AGV 원격 교육 모델을 제안한다. 제안 모델은 기존 기술인 라인 유도 방식이 아닌 영상 정보를 분석하여 AGV를 구동할 수 있는 모델로 구성하였으며, 자가진단 평가 결과 기존 기자재를 활용한 통제 집단 보다 온라인 교육을 통한 실험 집단이 평균 0.65의 만족도가 상승하여, 온라인 교육 환경에서 활용할 수 있는 가능성을 확인하였다.

The start of the Fourth Industrial Revolution has brought about various changes in the domestic industry in general, and smart factories have spread to companies in the fields of production, manufacturing and logistics, and they are using automation equipment. Especially in the field of logistics automation, AGVs are widely used, and most of them use the line guidance system, which is the traditional AGV drive system. In addition, the demand for AGV system developers, system operators and managers, and maintenance personnel is increasing, and the installation of systems for education is expensive and requires a large space to utilize. It is a situation where systematic education is difficult. In this paper, we propose a virtual simulation-based AGV distance education model for smooth practice of trainees. The proposed model consisted of a model that can drive the AGV by analyzing video information, instead of the line guidance method that is the conventional technology. As a result of self-diagnosis evaluation, it was confirmed that the experimental group through online education had an average satisfaction level of 0.65 higher than the control group using existing equipment, and that it could be used in an online education environment.

본 연구의 목표는 원격수업 설계를 경험한 예비교사가 무엇을 경험하고 성찰하였는지를 탐색함으로써 교원양성대학의 예비교사 원격수업 역량 강화를 위한 방향을 제안하는 데 있다. 연구는 ‘예비교사 원격교육 역량 강화 프로젝트’에 참여한 예비교사 18명을 대상으로 참여 관찰과 면담 자료를 수집하여 분석하였다. 이에 자료를 분석한 결과를 ‘예비교사의 원격수업 교수자 역할 및 교수 전략에 대한 이해’, ‘실습을 통해 깨달은 원격수업의 가능성과 한계’, ‘원격수업 실천을 통한 성찰 및 요구’의 3개 영역으로 나누어 제시하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 예비교사는 원격수업의 설계자가 되었을 때 원격수업에서의 다양한 교수자의 역할을 이해하고, 적합한 교수 전략을 탐색할 수 있게 되었다. 둘째, 예비교사는 원격수업을 설계하는 과정에서 원격수업에 대한 가능성과 한계를 경험했으며, 이 과정에서 느낀 점을 수업에 반영했다. 셋째, 예비교사는 원격 수업실습 경험을 통해 원격수업 교사로서 자신을 성찰할 뿐만 아니라 현장의 교육문제에 관심을 가지고, 구체적으로 필요한 것을 요구할 수 있는 주체적인 예비교사가 되었다. 이와 같은 연구결과를 바탕으로 예비교사들의 원격수업 역량 강화를 위하여 교원양성대학의 교육과정 변화와 원격수업 실습 기회의 확대가 요구된다.

The purpose of this study is to explore what pre-service teachers have experienced and reflected on through designing distance learning and suggest the improvements to reinforce the competencies for distance learning for the teacher training institutes. For this, data were collected from 18 pre-service teachers who participated in a project named ‘Improving distance learning competencies of pre-service teachers’ through in-depth interviews and participant observation. According to the analysis of the data, the pre-service teachers’ experience of designing distance learning was found in three areas : ‘pre-service teachers’ understanding of roles and teaching strategies in distance learning’, ‘possibilities and limitations of distance learning realized through design of distance learning’, ‘the reflection and demand from the practice of distance learning’.The study findings and results are as follows. First, pre-service teachers can understand the various teacher's role in distance learning and explore appropriate teaching strategies when they become designers of distance learning. Second, pre-service teachers experienced the possibilities and limitations of distance learning while they were designing the lessons, and they reflected what they have felt in their lesson designs. Third, pre-service teachers not only reflected on themselves as teachers for distance learning through their teaching practice in distance learning, but also became independent pre-service teachers who care about field issues and can request specific needs regarding distance learning. Based on the results of this study, it is required to change the curriculum to strengthen the competencies for distance learning for the teacher training institutes and to expand opportunities of distance learning practice for pre-service teachers.

공학 교육의 수행 방법 중 하나인 가상 시뮬레이션 교육이 확산되고 있는 상황에서, 일반적인 온라인 교육은 이론적인 학습 위주의 수업, 간단한 소형 프로젝트의 실습만이 원격으로 이루어지고 있는 실정으로, 다양한 교육용 콘텐 츠의 보급이 필요하다. 최근 스마트 팩토리의 확산으로 대부분의 생산 기업들은 자동제어를 이용하여 제품의 생산, 검 수, 포장을 하고 있다. 자동화 설비의 동작은 전기를 이용하여 제어하고 있는 상황으로, 전기와 관련된 학습이 다양한 학과에서 운영되고 있으나, 전기의 특성상 안전상의 문제 및 실습 기자재의 고비용으로 온라인 학습이 어려운 상황이다. 본 논문에서는 전기 실습과 관련된 교육의 성취감을 향상시키기 위하여 시뮬레이션 기반의 전기 제어 패널 원격 교육 모델을 제안한다. 제안 모델의 실험을 통하여 학습자들은 기존 기자재의 사용에 의한 온라인 교육보다, 가상 시뮬레이션 교육의 만족도가 상승한 것을 확인하였으며, 향후 자동화 설비 교육의 기초 과정으로 활용될 수 있을 것이다.

Virtual simulation education, which is one of the methods of executing engineering education, is spreading. In general online education, only theoretical learning-centered lessons and practical training of simple small projects are conducted remotely, and it is necessary to disseminate various educational contents. Due to the spread of smart factories these days, most producers use automatic control to produce, inspect and package their products. The operation of automation equipment is controlled by using electricity, and electricity-related learning is operated in various departments. Due to the characteristics of electricity, it is difficult to learn online due to safety issues and high cost of practical equipment. In this paper, we provide a simulation-based electrical control panel distance learning model to improve the sense of accomplishment of education related to electrical training. Through the experiment of the proposed model, it was confirmed that the learning was more satisfied with the virtual simulation education than the online education using the existing equipment. It is expected that it can be used as a basic course for automation equipment education in the future.

본 연구는 코로나19 확산 이후 원격수업 및 대면수업을 준비하고, 실제 운영한 교원들의 경험을 살펴보고, 이들이 직면한 어려움, 지원 요구사항 등을 살펴봄으로써 위드코로나(With Corona)를 준비하는 시점에서 교육현장에 주는 시사점을 탐색하고자 하였다. 강원도 초, 중, 고등학교 교사를 대상으로 조사를 실시하였다. 본 연구의 분석결과는 다음과 같다. 첫째, 교 원들은 원격수업의 어려움으로 학생들의 수업 참여 독려의 어려움이 가장 크다고 인식하였 다. 또한 교사들은 대면수업을 하면서 원격수업과 대면수업을 모두 준비해야 하는 부담을 어 려움으로 꼽았다. 둘째, 실시간 쌍방향 화상수업이 이루어지기 위해서는 쌍방향 수업을 위한 기자재 확보, 학생들의 가정 내 기자재 및 인터넷 환경 구축 등이 필요한 것으로 나타났다. 셋째, 코로나19 지속 시, 교원들은 병행수업을 위해 학교가 처한 상황에 맞는 등교와 원격수 업 결정 지침 제시와 학사일정 운영에 대한 학교 자율권 보장 등에 대한 지원이 필요하다고 응답하였다. 넷째, 교원들은 중하위권 학생들이 학습할 내용을 충분히 학습하였는지에 대해 전체 평균은 3점(보통이다)보다 낮게 나타났으며, 학생들의 학력 격차는 보다 심화되었다고 응답하였다. 이를 바탕으로 교원의 원격수업 전문성 제고를 위한 학습공동체 활성화, 학생들 의 자기주도적 학습능력 제고, 안정적인 원격수업을 위한 인프라 구축, 학사일정 운영에 대한 학교 자율권 보장, 학습결손 및 학력격차 방지 등의 방안 마련이 필요함을 제시하였다.

This study examined the experiences and difficulties of teachers who have prepared for and implemented remote and face-to-face learning after the wake of COVID-19 to draw implications for quality education at the time of the upcoming With Corona. A survey was conducted with teachers at elementary, middle, and high schools in Gangwon Province. The results of the study are as follows. First, teachers recognized encouraging students to focus on learning as the most challenging task. Also, teachers had trouble with preparing for both remote and face-to-face classes at the same time. Second, when conducting synchronous classes, it was necessary to secure equipment and establish a stable internet connection in every student’s home. Third, teachers requested support such as providing guidelines to determine the rules of student attendance and guaranteeing school autonomy regarding the academic calendar. Fourth, teachers recognized that the student’s educational disparities have been exacerbated. Based on the results of the study, some implications were suggested.

원격수업은 COVID-19 확산과 함께 교육 현장에서 주요 이슈가 되었다. 원격교육 학습자의 만족을 제고하기 위해 학습자의 역량을 배양하는 노력과 함께 정보기술 인프라를 구축하고 양질의 콘텐츠 제공과 학습을 지원하는 활동 도 포괄적으로 고려되어야 한다. 본 연구는 대학생 221명의 설문을 바탕으로 SmartPLS를 활용한 구조방정식모델을 통해 디지털 리터러시의 하위요인인 지식, 기술, 태도와 정보시스템의 성공 요인의 하위요인인 시스템 품질, 정보 품질, 서비스 품질 모두 원격수업의 만족도에 긍정적인 영향을 주며, 차례로 만족도 또한 원격수업의 지속 사용 의도에 긍정적 인 영향을 준다는 점을 검증하였다. 본 연구는 원격수업의 만족도와 지속 사용 의도에 미치는 영향을 학습자 능력과 정보 기술 인프라를 포괄적으로 고려하여 분석했다는 점에서 의의가 있다. 향후 대학생뿐만 아니라 초중등 학생 및 교수자 등으로 대상을 확대하고, 원격수업 과정의 주요 요인인 상호작용 등을 추가적으로 고려하여 연구를 심화할 필요가 있다.

Distance learning (DL) has become a major issue in the educational field with the spread of COVID-19. In order to enhance the satisfaction of DL learners, efforts to cultivate learners' competencies, as well as investment to build IT infrastructure, and activities to support high-quality content provision should be comprehensively considered. Based on a survey of 221 college students, this study verified that digital literacy (knowledge, skill, and mind) and information systems success factors (system, information, and service quality) all positively affect DL satisfaction, in turn, which positively influences on DL continuance. This study is meaningful in that it comprehensively considered learner's ability and IT infrastructure and analyzed the effect on the satisfaction and intention of continuous use of DL. In the future, it is necessary to expand the target of not only college students but also elementary and secondary students and instructors, and to further consider interaction, which is a major factor in the distance learning process.

본 연구는 코로나19 대응 차원으로 진행된 2020-1학기 대학 원격강의 운영에 대한 현황 파악 및 효과적인 원격강의 운영 방안에 대하여 탐색하고자 하였다. 이를 위하여 수도권 소재 대형 종합대학 재학생 약 2,444명을 대상으로 1학기 동안 진행된 원격강의 운영에 대한 현황 및 만족도 조사를 수행하였다. 연구 결과는 다음과 같다. 첫째, 코로나감염증 확산 방지를 위해 갑작스럽게 진행된 대학 원격강의 운영의 만족도 평균 점수는 약 2.91로 운영 및 교육 환경의 한계가 진단되었다. 둘째, 학생들은 교수자들이 직접 제작한 동영상 활용 원격강의 운영 방식을 가장 효과적으로 인식하였으며, 이것은 문서자료, 외부 동영상을 활용하는 다른 유형의 만족도와 통계적으로 유의미한 차이가 나타났다(<0.05). 셋째, 학생들은 원격강의 학습 활동에 있어서 다소 수동적인 활동 참여를 선호하면서 자기 주도적 활동 의지 및 태도가 부족한 것으로 관찰되었다. 넷째, 학생들은 원격강의의 자율적 학습, 반복학습, 개별적 학습에 대하여 효과적으로 인식하지만, 한편 동영상 질 문제, 내용 이해의 어려움, 의사소통의 제한 등을 한계로 지적하였다. 마지막으로, 응답한 학생들의 약 50% 이상의 학생들은 추후 정상 학기에도 원격강의 수강에 대한 의지를 보였다. 결론적으로 2020-1학기 원격강의 운영 및 교육환경에 한계가 있었음에도 불구하고 학생들의 원격강의 참여 경험은 원격강의에 대한 효과성을 인식시키면서 추후 대학 교육 환경 및 교수학습 방식의 변화를 유도할 것이라고 예측할 수 있다.

This study was to investigate the status of implementation for the online class in the spring semester of 2020 for the response of COIVID 19 and to explore the characteristics of effective implementation of online class in the University located in the metropolitan area in Korea. For doing this, the survey was conducted for the online class by approximately 2,444 students in the university. The results are followed. First, the implementation of online class in the semester was limited since the mean score of the survey for students’ satisfaction for the online class was about 2.91. Second, there is significant difference between the self-created online lecture video and other resources(<0.05) in online class and it was identified that self-created online lecture was the most effective in terms of the students’ survey results. Third, students were not actively participated for the activities in the online class. Fourth, while there are several advantages such as self-directed, repeated, individualized learning recognized by students, the low quality of self-created online lecture and difficulty for understanding of class contents as well as the communication were regarded as the limitation of online class. Lastly, there are more than 50% students who want to enroll the online class in the future regular semester. Finally, it was concluded that the students recognize the effectiveness of online class based on the experience of online class semester so we can expect that teaching and learning methods in universities could be changed in the future due to the COVID19 online semester.

본 연구는 코로나19 대응 차원으로 진행된 2020-1학기 대학 원격강의 운영에 대한 현황 파악 및 효과적인 원격강의 운영 방안에 대하여 탐색하고자 하였다. 이를 위하여 수도권 소재 대형 종합대학 재학생 약 2,444명을 대상으로 1학기 동안 진행된 원격강의 운영에 대한 현황 및 만족도 조사를 수행하였다. 연구 결과는 다음과 같다. 첫째, 코로나감염증 확산 방지를 위해 갑작스럽게 진행된 대학 원격강의 운영의 만족도 평균 점수는 약 2.91로 운영 및 교육 환경의 한계가 진단되었다. 둘째, 학생들은 교수자들이 직접 제작한 동영상 활용 원격강의 운영 방식을 가장 효과적으로 인식하였으며, 이것은 문서자료, 외부 동영상을 활용하는 다른 유형의 만족도와 통계적으로 유의미한 차이가 나타났다(<0.05). 셋째, 학생들은 원격강의 학습 활동에 있어서 다소 수동적인 활동 참여를 선호하면서 자기 주도적 활동 의지 및 태도가 부족한 것으로 관찰되었다. 넷째, 학생들은 원격강의의 자율적 학습, 반복학습, 개별적 학습에 대하여 효과적으로 인식하지만, 한편 동영상 질 문제, 내용 이해의 어려움, 의사소통의 제한 등을 한계로 지적하였다. 마지막으로, 응답한 학생들의 약 50% 이상의 학생들은 추후 정상 학기에도 원격강의 수강에 대한 의지를 보였다. 결론적으로 2020-1학기 원격강의 운영 및 교육환경에 한계가 있었음에도 불구하고 학생들의 원격강의 참여 경험은 원격강의에 대한 효과성을 인식시키면서 추후 대학 교육 환경 및 교수학습 방식의 변화를 유도할 것이라고 예측할 수 있다.

This study was to investigate the status of implementation for the online class in the spring semester of 2020 for the response of COIVID 19 and to explore the characteristics of effective implementation of online class in the University located in the metropolitan area in Korea. For doing this, the survey was conducted for the online class by approximately 2,444 students in the university. The results are followed. First, the implementation of online class in the semester was limited since the mean score of the survey for students’ satisfaction for the online class was about 2.91. Second, there is significant difference between the self-created online lecture video and other resources(<0.05) in online class and it was identified that self-created online lecture was the most effective in terms of the students’ survey results. Third, students were not actively participated for the activities in the online class. Fourth, while there are several advantages such as self-directed, repeated, individualized learning recognized by students, the low quality of self-created online lecture and difficulty for understanding of class contents as well as the communication were regarded as the limitation of online class. Lastly, there are more than 50% students who want to enroll the online class in the future regular semester. Finally, it was concluded that the students recognize the effectiveness of online class based on the experience of online class semester so we can expect that teaching and learning methods in universities could be changed in the future due to the COVID19 online semester.

코로나 19로 인하여 대부분 학교에서 온라인 학습을 실시하고 있다. 본 연구에서는 초등학교 6학년 학생을 대 상으로 총 12차시의 블록형 교육용 프로그래밍 도구 수업을 온라인 학습 형태로 실시한 후 엔트리 학습에 대한 학생의 학습 경험에 대한 인식을 양적, 질적으로 분석하였다. 분석한 결과 학습자는 엔트리 프로그램 사용과 학 습 내용의 난이도에 대해 쉽게 인식하고 있는 것으로 나타났으며, 학습 만족도는 높게 나타났다. 학생들은 어려 움을 겪을 경우 사이트 자체에서 제공하는 힌트 기능에서 가장 많은 도움을 받은 것으로 나타났고, 엔트리를 학 습할 때 선생님의 필요성에 대해 낮게 인식한 것으로 나타났다. 질적 분석 결과 학습자는 쉽고 간편한 조작을 통해 신기함과 재미를 크게 느낀 것으로 나타났다. 한편, 학습 내용과 힌트 등이 이해되지 않아 어려움을 겪었으 며, 힌트 내용이 부족하다고 느낀 것으로 나타났다. 학생들은 자신이 원하는 대로 프로그램을 만들고 조작하면서 성취감을 느낀 것으로 나타났다.

Due to COVID-19, most schools are conducting online learning. In this study, a total of 12 block-type educational programming tool classes were conducted in the form of online learning for 6th grade elementary school students, and then quantitatively and qualitatively analyzed students' perceptions of their learning experience on entry learning. As a result of the analysis, it was found that the learner easily recognized the use of the entry program and the difficulty of learning contents, and the learning satisfaction was high. When students face difficulties, it was found that they received the most help from the hint function provided by the site itself, and they were found to be less aware of the necessity of teachers when learning entry. As a result of the qualitative analysis, it was found that the learner felt a lot of novelty and fun through easy and simple operation. On the other hand, it was found that the learning contents and hints were not understood, which made them difficult and felt that the hint contents were insufficient. It was found that students felt a sense of accomplishment by creating and manipulating programs as they wish.

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

본 연구는 원격교육 학습자의 만족에 영향을 미치는 요인을 실증적으로 조사하여 원격교육의 질을 향상시키고 그것이 학습자에게는 성과로 이어져 지식기반사회(knowledge-based society)가 요구하는 인적자원의 개발을 도모하는 데에 그 목적이 있다. 이를 위하여 본 연구는 충남지역 K대학 평생교육원에서 원격교육 수업을 수강한 학생 203명에 대한 설문조사내용을 활용하였다. 자료들은 SPSS ver 13.0을 사용하여 분석하였다. 연구결과, 원격교육 요인 중 학습만족에 영향을 미치는 요인으로는 시스템요인과 강사요인이 유의미한 결과를 나타났다. 이로써 아직도 우리나라의 원격교육 시스템구축에 한계가 있음이 드러났고, 이를 개선하기 위한 다각적인 노력이 시급함을 증명하였다. 한편, 원격교육 환경에서는 교수자의 새로운 수업운영능력이 필요함이 증명되었다. 즉, 강사는 강의뿐만 아니라 전체 수업의 지휘자로서 교수설계로부터 메일이나 화상시스템 및 ‘질문과 답변’에 신속하게 대응하여 강사와의 상호작용을 활성화시키고, 토론의 장을 마련하여 협력 학습을 지도하여 구성원 간에 새로운 아이디어를 공유하고 다양한 의견을 수렴하며 문제 해결능력을 높이는 데에도 관심을 기울여야 할 것이다.

The purpose of this study lies in the development of human resources required by the knowledge-based society through the empirical survey of the influential factors, having an effect on the learners' satisfaction with distance learning, and the enhanced quality of instructional service which would lead to an improved academic performance by learners. To this end, this study utilized a questionnaire survey participated by 203 students of K University in the Chungnam province, who were enrolled as lifelong education students and took classes of distance learning. The data collected were analyzed, using the statistical program of SPSS Ver. 13.0. According to the results of the study, the effect of distance learning factors on the students’ satisfaction with distance learning, was found to be affected by such factors as system and teachers' capability. As such, it was found that our distance learning system has its own limits, and it was also proven that the system requires diversified efforts to be made without delay. In the meantime, the new environment accompanied by distance learning was proven to necessitate a new management capability of instruction to be equipped by teachers. In other words, teachers, who can be likened to a conductor of the whole instruction, should give duly attention to not only their quality of lectures, but to the promotion of interaction between teachers and students through instructional design.

Shortly after the decision among campuses was made to move online due to the COVID-19 pandemic, Korean tertiary students demanded tuition refunds, citing fees paid did not equate to levels of education received. Considering the numerous concerns involved in switching from traditional to online classes, student dissatisfaction with online classes may not solely be with what students have deemed ‘poor lecture quality’. It is probable that a number of student factors are playing strong roles in overall satisfaction. Korean universities place high value on i) satisfaction, semesterly students offer opinions on classes through completion of teacher evaluations, and ii) EMI, one of the indices assessing global competitiveness on the Jungang-Ilbo university ranking. This study examined English as the Medium of Instruction (EMI) distance learners’ perspectives of satisfaction. While there have been a number of studies on L1 and EFL/ESL online classes, research on EMI distance learning in Korea, and even EMI distance learning classes, is yet uncommon. Results indicated instructional strategy use was higher among students with prior EMI experience, and instructional strategy use and satisfaction differed among specialty disciplines. Analysis of the effects of factors on satisfaction revealed academic integration, academic conscientiousness, and instructional strategy mediated the link between distance learner class engagement and satisfaction. Interestingly, academic conscientiousness was inversely associated with instructional strategy and engagement did not directly influence instruction strategy use. Results suggest simplification might increase efficiency, and this combined with academic conscientiousness and academic integration, which increase when students are engaged, increases EMI distance learning satisfaction.

With the rapid development of modern information technology, distance learning has become a very popular education mode. Special features of distance education lead to the new roles of the teacher in this new environment and request a brand new teacher-student relationship. Based on her experience, the author uses the “instructor” in SUNY Learning Network of the US and the “tutor” in Bewai Online College in China as cases to analyze how a teacher should function in the distance-learning environment. Hopefully through the comparison and contrast of these two cases more pedagogical principles in distance education will be revealed for the benefit of distance educators.

이 연구의 목적은 간호대학생의 비대면 수업 전과 후에 메타인지와 비판적 사고의 차이를 비교하고 수업 후에 메타인지에 영향을 미치는 요인을 파악하는 것이다. 연구의 참가자는 61명의 간호대학생 이었고 데이터 수집은 수업 전과 후 온라인 설문조사를 수행했다. IBM SPSS Statistics 25.0 프로그램 을 사용하여 기술통계, 짝비교 t검정, 상관 및 다중 회귀 분석으로 데이터를 분석했다. 여학생은 47명 (77.0%), 메타인지 및 비판적 사고는 각각 214.23±31.38 (범위: 140-286), 91.31±9.93 (범위: 69-114)이었다. 수업 전에 비해 수업 후에 메타인지와 비판적 사고가 통계적으로 유의하게 증가했다. 출석 점수, 학습전략 및 비판적 사고의 세 가지 변수로 구축된 메타인지 모델의 설명력은 77.9% (F=71.63, p<.001)이었다. COVID19와 같은 감염병 유행 상황에서 간호대학생을 대상으로 비대면 수 업 후 메타인지와 비판적 사고가 증가했다.

The purpose of this study was to compare the difference between meta-cognition and critical thinking before and after distance learning and to identify the factors affecting meta-cognition of college students in nursing. The data were collected from 61 college students in nursing in South Korea via an online survey, and analyzed by descriptive statistics, paired t-test, correlations and multiple regression analysis using IBM SPSS Statistics 25.0 program. It is found that 77% of them are female and their meta-cognition and critical thinking scores were 214.23±31.38 (range: 140-286) and 91.31±9.93 (range: 69-114), respectively. Meta-cognition and critical thinking increased significantly after distance learning. The explanatory power of the meta-cognition model including three explanatory variables (attendance score, learning strategy, and critical thinking) was found 77.9% (F=71.63, p<.001). We concluded that both meta-cognition and critical thinking increased after the implementation of distance learning for college students in nursing during the COVID-19 pandemic.

Distance language learners require new kinds of skills, motivation and commitment to work effectively in a learning setting that is largely new and unfamiliar to them, and which is likely to have a direct impact on their development and use of learning strategies (Oxford & Burry- Stock, 1995; White, 2004). This paper is based on a study of a group of Chinese students learning English at a distance at Shantou Radio and Television University, China, and investigates their use of language learning strategies. The study found that distance English learners in China are gradually shifting from dependence on teachers to a more autonomous approach to learning. In many cases they are beginning to deploy a variety of strategies to facilitate their learning, and at the same time taking more responsibility for their studies. This appears to challenge the traditional stereotype of the dependent, ‘spoon-fed’ Chinese language learner as portrayed in previous studies. The paper concludes that learner training should be integrated into the instructional design of the materials in order to enhance strategy awareness and emphasize the facilitative role of learning strategies in language study.

To date, research into the role of affective variables in language learning has been conducted almost exclusively with learners in the classroom. However, the steady increase in the numbers of distance language learners worldwide calls for the research agenda to be extended to include this group of learners, given the specific characteristics and demands that learning at a distance places on its participants. This article reports on motivation and beliefs in the distance learning and teaching of English as a foreign language (EFL) at Shantou Radio and TV University (SRTVU) in China, a strand of a wider study investigating affect which replicated Hurd’s (2006, 2007a, 2007b) study conducted with distance French learners at the Open University (OUUK). As indicated in the findings, interest in English was top of the list of motivating factors, while workload and assessment content/ difficulty were identified as the most demotivating factors. Of all the reported ways to stay motivated, positive self-talk was the most popular. The study also reveals that the beliefs held by Chinese students about their ‘ought self’ do not reflect perceptions of their ‘actual self’ as distance language learners. The article concludes that matters such as course workload, assessment content/difficulty, and course design need to be re-evaluated in the light of the study’s findings, and that it is crucial to provide learner support in order to help reduce the gap between the ‘ought self’ and the ‘actual self’.