Earticle

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups： social dimension (leader’s enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners’ perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

본 연구는 Covington and Omelich (1991)의 성취동기 사분모형에 근거하여 학습자 유형의 분포를 확인하고, 성공지향형(Success-Oriented Learners)과 노력과잉형(Overstrivers)을 구분하는 심리적 특성을 탐색하였다. 이를 위해 설문 참여에 동의한 20대 학습자 중 30대 응답자를 제외한 총 486명을 최종 분석대상으로 하였으며, 성취목표지향성과 실패공포 수준에 따라 학습자 유형을 분류하였다. 분석 결과, 성공지향형은 38명(7.82%), 노력과잉형은 26명(5.35%)으로 나타났고, 실패회피형(Failure-Avoiders)은 관찰되지 않았으며 실패수용형(Failure-Acceptors)은 1명( .21%)에 그쳤다. 나머지 421명(86.63%)은 성취목표지향성 또는 실패공포가 본 연구에서 설정한 고·저 절단기준에 해당하지 않아 일반학습자로 구분되었다. 집단 간 차이를 검토한 결과, 성공지향형은 노력과잉형 및 일반학습자에 비해 전반적으로 높은 학업효능감, 학업마음챙김, 학업열의, 규칙적 실천 및 그릿 수준을 보였다. 반면 노력과잉형은 성공지향형에 비해 학업걱정, 부적정서, 학업소진, 학업지연 및 과제곤란도 수준이 높았다. 또한 단변량 로지스틱 회귀분석 결과, 부적정서, 학업걱정, 학업소진 및 학업마음챙김이 성공지향형과 노력과잉형을 가장 잘 구분하는 변인으로 나타났으며, 이러한 결과는 과제곤란도를 고려한 후에도 유지되었다. 본 연구는 높은 성취목표지향성을 가진 학습자 내에서도 심리적적응 수준에 따라 서로 다른 유형이 존재함을 확인하였다는 데 의의가 있다.

This study examined the distribution of learner types based on Covington and Omelich’s (1991) Quadripolar Model of Achievement Motivation and explored the psychological characteristics distinguishing Success-Oriented learners from Overstrivers. A total of 486 learners in their twenties were included in the final analysis, and learner types were classified according to achievement goal orientation and fear of failure. The results showed that 38 learners(7.82%) were classified as Success-Oriented and 26 learners(5.35%) as Overstrivers, whereas no learners were classified as Failure-Avoiders and only one learner( .21%) as a Failure-Acceptor. The remaining 421 learners(86.63%) did not meet the classification criteria. Group comparisons indicated that Success-Oriented learners generally showed higher levels of academic self-efficacy, academic mindfulness, academic engagement, regular study practice, and grit, whereas Overstrivers showed higher levels of academic worry, negative affect, academic burnout, academic procrastination, and perceived task difficulty. Univariate logistic regression analyses showed that negative affect, academic worry, academic burnout, and academic mindfulness were the strongest variables distinguishing the two groups, and these findings were maintained after considering perceived task difficulty. These findings suggest that learners with similarly high levels of achievement motivation are not a homogeneous group and may differ substantially in their psychological adjustment. The study contributes to a more nuanced understanding of academic motivation by highlighting the heterogeneity among highly motivated learners.

Sung-Mi Kwon. 2010. A study of the learner participating teaching and learning model which utilizes portfolio for teaching Korean language culture. Journal of the International Network for Korean Language and Culture. Vol. 7-1. This study attempts to investigate the foundations of teaching Korean culture for developing Korean learners' cultural literacy and to generate a learner participating teaching model. For this, the study establishes the goals and procedural objectives of teaching Korean culture in Korean language classes, and elaborates on the foundations of teaching culture specifically in terms of improving proficiency. The study leaves out general Korean culture which is not closely related to the language and categorizes the contents of Korean culture for Korean as a Second Language into two groups: the culture presented in the texts and presented in substantial language forms and the culture which is not presented in the texts but pragmatically acceptable. The study also maintains the significance of developing teaching methods which learners take the lead in bringing the real-world into the class. Finally, based on the foundations, a teaching model that utilizes television dramas and learning portfolios is proposed, and a module for such a model is provided. (University of Seoul)

In this study, we proposed an Automated Writing Evaluation (AWE) system for Korean learner texts using a multi-view model. To address the linguistic complexity of Korean, the model represents the input text with various n-grams and combines the results of the base models trained on these features in a higher meta model to make the final prediction. The system outperformed the transformer-based AWE models, achieving an average accuracy of 83.5% and an average F1 score exceeding 82% across evaluation datasets. Furthermore, it maintained consistent performance across all proficiency levels and showed particularly better robustness on unseen data. In addition, the system enhances interpretability of the automatic grading by providing a confidence score for the prediction, the linguistic features using PCA analysis, and the n-gram tokens that contributed to the rating. This study is expected to provide practical help for teachers to evaluate learners' writing more efficiently and accurately.

Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, self-directed learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

To design an adaptive intelligent tutoring system which can manage both different disciplinary domains and a guide for the learner is difficult. The specialization of the analysis treatments is responsible for the loss of reusability in other disciplinary domains. The analysis is didactic and thus strongly connected to the domain concerned. It results that an intelligent tutoring system is consequently, specialized in a type of taught knowledge and not easily transposable to other domains. To propose a model transposable to different domains of learning, the former has to take into account this diversity and to situate the learning activity. In this paper, we will show how to produce a guide model parameterized by the learning domain. Our objective was to develop an adaptive intelligent tutoring system based on item response theory and metrics, adapted for letting the learners work in several disciplinary fields in the University of Annaba. In this context, our constraint is threefold: to represent knowledge relative to several disciplinary domains, to propose interactive activities to the learners and finally, to be able to support student guidance in her/his course by proposing her/him relevant support activities when he meets difficulties.

이 연구는 기존의 지역학 프로그램이 역사와 문화중심으로 구성되어 수강생들에게 일 방적으로 지식을 소개하는 프로그램인 점에 문제제기를 하고 지역학 교육프로그램을 학습자중 심의 참여형 프로그램 모델로 개발하고자 하였다. 프로그램 모델개발을 위하여 C도의 지역학 프로그램 운영현황과 내용을 분석하고, 개선방안과 참여형 프로그램 모델을 제시하였다. 지역 의 정체성을 드러낼 수 있는 지역학 프로그램을 정착시키기 위해서는 지속적인 프로그램 개발 과 시행, 평가와 환류 체계를 구축하고 지역맞춤형 프로그램으로 발전해 가야 할 것이다. 아울 러 이러한 프로그램을 진행 할 수 있는 지역전문가를 양성하여 제대로 된 지역학 강좌가 특화 될 수 있도록 해야 할 것이다. 추후 시도별 지역학 평생교육 프로그램 사례와 운영모델을 종합 적으로 분석하고 시사점을 도출하는 연구의 확장이 필요하다.

This study raises a question that the existing regional studies program is a program that introduces knowledge to students unilaterally because it is composed of history and culture oriented, and attempts to develop a learner-centered participatory program model for the regional studies education program. To develop a program model, the current status and contents of the regional studies program in C province were analyzed, and improvement plans and a participatory program model were suggested. In order to establish a regional studies program that can reveal the identity of the region, it is necessary to continuously develop and implement programs, establish an evaluation and feedback system, and develop into a regional-specific program. In addition, it is necessary to cultivate local experts who can carry out such programs so that proper regional studies courses can be specialized. In the future, it is necessary to expand research that comprehensively analyzes the cases and operation models of regional studies lifelong education programs by city and province and draws implications.

본 논문에서는 대규모 영어학습자들의 말뭉치에서 학습된 LSTM 영어학습자 언어모델의 동적 LSTM 네트워크 활성을 분석하는 방법을 제안한다. NA-task 탐색 분류기(주어와 동사 간의 수일치 작업)를 전이 학습시키고 LSTM 네트워크에서 각 시점에서의 활성 및 LSTM 뉴런 유닛의 제거를 통해 성능을 평가하였다. 실험 결과는 LSTM 네트워크 활성이 NA-task 탐색 분류 성능에 영향을 미치는 것으로 나타났다. NA-task 탐색 분류 모델은 NA-task에 대해 평가 데이터셋에서 99.57%의 정확도를 달성하여 올바른 문법 규칙을 습득하고 정확한 예측 능력을 갖고 있음을 보여주었다. NA-task 처리에 대한 내부 LSTM 뉴런의 영향을 분석하기 위해 특정 LSTM 뉴런을 제거하고 모델의 성능을 평가 비교하였다. 뉴런 776을 제거한 결과, 복수 주어의 경우 성능이 10% 이상 감소하였으며, 뉴런 988을 제거한 결과, 단수 주어의 경우 성능이 제거 전 모델과 비교하여 10% 감소한 것으로 나타났다.

In this paper, we propose an approach to analyze the dynamic LSTM network activation in an LSTM English learner language model trained on a large corpus of English-speaking learners. The objective is to examine the relationship between network activation and performance on the Subject-Verb Number Agreement task. By employing a NA-task probing classifier and conducting ablation experiments, activation patterns are evaluated at each time step. The results reveal a strong link between network activation and the classifier's performance. The proposed model achieved 99.57% accuracy on the evaluation dataset for the NA-task, demonstrating its acquisition of correct grammar rules and accurate prediction ability. To analyze the influence of internal neurons on NA-task processing, specific LSTM neurons are removed and the model's performance is examined. Removing neuron 776 resulted in a more than 10% decrease in performance for plural subjects, while removing neuron 988 led to a 10% decrease in performance for singular subjects compared to the model before removal.

The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be affected by the introduction of an adjective. Data in the form of perceived relatedness of the nouns collected from 17 Japanese EFL learners at different proficiency levels are analyzed using AMISESCAL (Asymmetric von Mises Scaling). AMISESCAL is a newly developed statistical model that visualizes asymmetric relations among elements on a two dimensional map. Both strength and asymmetry of the connections among vocabulary items are explicated using this model; distinctive features of the EFL learners’ mental lexicon are thus obtained. The varieties of L2 network structure and the differences between individual learners are discussed.

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

본 연구는 생성형 인공지능(Generative Artificial Intelligence, GAI)이 생성한 이야기 콘텐츠에 내재된 학습자 모델을 탐색하기 위해, 이야기의 전개와 종결 방식에 나타난 경험 처리의 특성을 분석하였다. 기존 연구들이 생성형 인공지능 이야기의 교육적 효과나 활용 가능성에 주로 초점을 두어 온 것과 달리, 본 연구는 생성형 인공지능이 이야기 생성 과정에서 학습자를 어떤 존재로 전제하고 있는지를 서사 구조를 통해 분석하고자 하였다. 이를 위해 생성형 인공지능을 활용하여 유아 대상의 짧은 이야기 60편을 생성하고, 감정 처리 방식, 판단과 선택의 전개, 감정 표현의 규칙, 감각 사용, 갈등 종결 방식의 항목에 따라 질적 내용분석을 수행하였다. 두 명의 연구자가 사전에 합의된 기준에 따라 독립적으로 코딩을 실시하였으며, 코딩 결과를 범주화하고 개념화하는 절차를 통해 이야기 전반에 반복적으로 나타나는 전개 패턴을 도출하였다. 분석 결과, 생성형 인공지능이 생성한 이야기에서 감정과 감각, 갈등은 경험의 중심으로 확장되기보다 판단과 선택이 가능하도록 조정 가능한 범위 내에서만 제시되는 경향이 나타났다. 감정은 판단의 근거로 활용되기보다 판단 이전에 정리되어야 할 조건으로 처리되었으며, 갈등은 해결의 과정이라기보다 종결 가능성이 확보된 상태로 유지되었다. 이러한 전개 방식은 생성형 인공지능이 학습자를, 경험을 무한히 탐색하는 존재가 아니라, 일정한 범위 내에서 조정 가능한 경험을 판단과 선택을 통해 정리하는 존재로 전제하고 있음을 시사한다. 본 연구는 이러한 분석에 근거하여 생성형 인공지능이 상정하는 학습자 모델을 ‘조정 가능한 범위 내에서 경험을 정리하는 학습자’로 개념화하였다. 이는 생성형 인공지능이 기반 이야기 콘텐츠를 교육적으로 활용할 때, 이야기의 내용뿐 아니라 그 전개와 종결 방식에 내재된 학습자 전제를 비판적으로 검토할 필요성을 제기한다는 점에서 의의를 가진다.

This study explores the learner model embedded in stories generated by generative artificial intelligence (GAI) by analyzing how experiences are organized and concluded within narrative structures. Unlike prior studies that have primarily focused on the educational effectiveness or instructional use of AI-generated stories, this study examines the assumptions about learners presupposed by GAI during the story-generation process itself. Sixty short stories for young children were generated using a GAI system and analyzed through qualitative content analysis. Each story was coded across five dimensions: emotion handling, progression of judgment and choice, rules of emotional expression, use of sensory elements, and modes of conflict closure. Two researchers independently coded the stories based on shared criteria, and recurring narrative patterns were identified through iterative categorization and conceptualization. The analysis revealed that emotions, sensory elements, and conflicts are not expanded as central experiential domains but are selectively presented within a limited and manageable range that enables judgment and choice to proceed without prolonged ambiguity. Emotions tend to function as conditions to be organized prior to judgment rather than as resources for open-ended deliberation, while conflicts are maintained in states that ensure narrative closure rather than extended resolution. These patterns suggest that GAI presupposes learners not as agents who explore experiences indefinitely, but as subjects who organize experiences through judgment and choice within an adjustable range. Based on these findings, the study conceptualizes the learner model embedded in GAI-generated stories as one who organizes experiences within a controllable scope, underscoring the need to critically examine learner assumptions implicit in AI-generated narrative content used for educational purposes.

본연구는비동기형일본어상급회화수업을대상으로학습동기와학습과정의특징을분석하는것을목적으로한다.이를위해ARCS동기유발모델,학습자인게이지먼트, 성찰및자율학습의관점을통합한분석틀을바탕으로설문조사와자유기술응답을활용한양적·질적분석을실시하였다. 분석결과, 수업내용의실천적가치가학습자의주의(A)와만족(S)에긍정적으로작용하였으며, 학습자들은자신의발화상의문제를인식하고성찰을통해개선의지를보였다.이러한결과는비동기형상급회화학습에서‘발화활동→성찰→자율학습’으로이어지는성찰매개형학습구조가형성될가능성을시사한다.한편행동적·사회적인게이지먼트가낮게나타난점은발화기회와학습자간상호작용을보완하는수업설계의필요성을보여준다.

This study analyzes the structure of learning motivation and the learning process in an asynchronous advanced Japanese conversation course. In cyber universities, learners are required to sustain motivation and participate autonomously without immediate face-to-face interaction. Since advanced conversation learning involves not only linguistic knowledge but also self expression, pragmatic judgment, and context-based language use, this study adopts an analytical framework combining the ARCS motivational model, learner engagement, reflection, and autonomous learning. The results show that the practical value of the course content contributed to learners’ attention and satisfaction, while learners’ confidence in speaking Japanese remained relatively low. Many learners recognized problems in their own speech and showed a willingness to improve through reflection. These findings suggest that asynchronous advanced conversation learning may form a reflection-mediated learning structure in which “speech activities → reflection → autonomous learning” is connected. The relatively low levels of behavioral and social engagement also indicate the need for course design that supports speaking opportunities, learner confidence, and social interaction.

학습자 개인에게 적합한 학습콘텐츠를 제공할 수 있는 맞춤형 학습 시스템의 구축이 점점 중요해지고 있다. 이를 위해 몇몇 학습자 정보 모델의 표준안들이 제안되었지만 정보의 중복 및 형식의 불일치로 정보공유가 비효율적인 면이 있다. 본 논문에서는 IEEE PAPI를 기반으로한 새로운 학습자 정보 모델을 제안하고, 이를 사용한 맞춤형 학습 시스템을 설계하였다.

본 연구의 목적은 팀 프로젝트 학습에서 우수 학습자들이 어떻게 수행하는지를 분석하여 학습자 역량 모형을 개발하는 것이다. 역량모형을 개발하기 위하여, 문헌조사 및 행동사건면담을 통하여 역량모형을 개발하고 타당화 과정을 실시하였다. 연구 결과, 팀 프로젝트 학습의 학습자 역량모형은 프로젝트 관리, 지식구성, 협력적 과제해결, 학습지향성의 4개 역량군과 12개 역량, 32개 행동지표로 도출되었다. 첫째, ‘프로젝트 관리’는 프로젝트 과제가 전체 일정 동안 목표수준에 부합하도록 과제 산출물, 일정, 자료, 팀 모임 등을 체계적으로 관리하는 역량군으로 나타났다. 둘째, ‘지식구성’은 프로젝트 주제에 적합한 핵심자료를 수집하고, 다양한 아이디어를 발상하여 지식을 표현하는 역량군으로 정보탐색, 아이디어 발상, 지식 표현 역량으로 구성되었다. 셋째, ‘협력적 과제해결’은 팀원들과 자료를 적극적으로 공유하고, 설득적인 의사소통을 통해 갈등을 조정하면서 과제를 해결해나가는 역량으로, 갈등조정, 의사소통, 공유와 협력 역량으로 구성되었다. 넷째, ‘학습지향성’은 학습자가 과제해결을 위해 집요하게 탐구하고 주도적으로 수행하는 역량군으로 주도성, 과제지향성 역량으로 구성되었다. 본 역량모형은 면담자료 코딩에 대한 신뢰도 검증과 내용 타당화 검증을 실시하여 역량모형의 타당성을 확보하였다. 본 연구결과는 팀 프로젝트 수업에서 학습자 활동 가이드라인 및 수행평가를 설계하는 프레임워크로 활용될 수 있을 것이다.

The purpose of study is to investigate how the high-performing learners perform in team project learning environment, and develop the learner competency model. According to Spencer & Spencer(1993)’s methodology for developing the competency model, firstly selecting the high-performing learners 10, collecting the data from behavioral event interview, and then validating the model. The result of study suggests that competency clusters 4, competency 12, behavioral index 32 for high-performing learners in team project learning. First, project management competency means to manage the product, schedule, data and team meeting to achieve the product in the goal level for the project entire process. Second, knowledge construction competency means to collect the key data for project, understand the main idea and explain it clearly through creating the various ideas. Third, cooperative project solving competency means to share the data for the project and solve the project task through managing the conflicts by persuasive communication and consensus. Fourth, learner centered competency means to investigate the project persistently and participate in the project exactly and actively. This model is validated by two steps, which one is evaluated the coding reliability by experts, the other is the content validity by reviewers. The model is expected to be utilized as a framework for the instructional design and the guideline for improving learner competency in team project learning.

학습자 정보의 표준화는 원격교육기관간의 원활한 학습자 정보 교류와 학습자 정보의 체계적 관리를 통한 학습자 중심의 이러닝 서버스를 제공하기 위해 반드시 필요하다. 기존의 학습자 정보 표준화 모형은 시스템간의 교류에 중점을 두는 경향이 있었으나, 학습자의 개별 특성에 따른 맞춤식 교육을 위해서는 교육적 관점에서 학습자 정보의 표준화를 다를 필요가 있다. 이를 위해 본 연구에서는 학습자 정보 표준화 모형에 대한 선행 연구를 바탕으로 학습자 성향 정보와 학습 성과 정보 등 교육적 목적을 위한 구체적인 표준화 항목을 도출하여 전체 3개 영역의 33개 항목으로 구성된 학습자 정보 표준화 모형을 개발하였다. 또한 이러닝의 운영 경험이 있는 26개 대학을 대상으로 설문조사를 실시하여 학습자 정보 표준화 모형을 위한 필수 정보와 선택 정보를 구분하였다. 표준화 모형은 그 적용 범위와 목적에 따라 각 요소들의 중요도가 달라지는데, 본 연구에서는 표준화 모형의 적용 범위를 대학을 중심으로 한 고등교육 영역으로 한정하였다.

The standardization of learner information is needed for exchanging learner information in e-learning system with another educational institution. And also it is needed for providing customized educational service to the learner's characteristics. The purpose of this study is to develop standardization model of learner information that is focused learner's characteristics and performance in higher educational situation. Earlier researches related to the standardization of learner information are analyzed and added some ideas from instructional theory for dealing with meaningful information about learners. The draft standardization model of learner information with 33 of items in 3 areas is proposed. For the validation of this model proposed, we surveyed from 26 of universities that have been experienced e-learning service. It was divided into mandatory and optional items to the result of the survey.

예상치 못한 세계적인 감염병의 대유행은 대학에 급격한 변화를 가져왔다. 전통적인 대면교육방식에서 일정규모 이상의 학생이 수강하는 과목들은 온라인 동영상 녹화수업 또는 실시간 온라인 비대면 교육방식으로 변경되었다. 대학은 교실 수업의 효과와 차이가 없는 학습환경을 만들기 위하여 새로운 방식의 교육을 시도하고 있다. 한편 대학은 기업가적 대학육성 정책에 따라 창업교육에 집중하고 있다. 창업교육은 실습중심의 훈련과정으로 이와 같은 대면-비대면 간 학습효과의 차이를 최소화하는 것이 매우 중요하다. 본 연구는 실시간 온라인 교육의 학습자 만족도에 영향을 미치는 요인을 도출하기 위해 대학의 창업교육 이수자를 대상으로 데이터를 수집하였고, 선행연구를 통하여 교육의 실재감, 수업구성요인, 시공간적 효과성, 멘토의 역량 및 교육환경이 학습만족도에 미치는 영향에 대해 분석하였다. 결과적으로 시공간적 효과성만이 학습자만족도에 영향을 미쳤음을 확인하였다. 본 연구를 통하여 실시간 온라인 수업개발 시 효과적인 교수자의 활동 및 적절한 수업구조, 동기식 수업에 적절한 화상회의 시스템의 기능개발, 학습자 중심의 온라인 학습환경을 구축하는데 이론적, 실무적 도움을 제공할 것으로 기대한다.

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.