Earticle

[연구목적] 본 연구는 4차 산업혁명의 핵심기술 중 하나인 가상현실(VR)의 특성과 학습 흥미도, 학습 몰입 도와 정비교육 만족도 간의 관계를 규명하고 가상현실을 적용한 정비교육의 효과를 분석하는 데 목적이 있다. 구체적으로 본 연구에서는 VR의 특성 중 공간적실재감, 상호작용, 몰입감은 학습 흥미도나 몰입도에 긍정적 영향을, 사이버 멀미는 부정적 영향을 미칠 것으로 예측하였다. 또한 학습 흥미도와 몰입도는 정비교육 만족도 에 긍정적인 영향을 미칠 것이며, 결과적으로 VR 정비교육이 교육적 효과가 있을 것으로 가정하였다. [연구방법] 본 연구는 VR 정비교육 사용자 경험을 기반으로 한 설문조사를 통해 실증분석을 실시하였다. 회수된 설문지 224부 중 불성실 응답을 제외하고 218부의 설문지를 분석에 최종적으로 활용하였다. 연구는 가 상현실의 특성이 학습자의 흥미도와 몰입도, 정비교육 만족도에 미치는 영향에 대해 분석하고자 자극・유기 체・반응(SOR)이론을 기반으로 연구모형을 설계하고 가설을 설정하였으며, SPSS 25.0과 Smart PLS 4.0을 활 용하여 통계분석과 가설검증을 실시하였다. [연구결과] 데이터 분석 결과, VR의 특성 중 공간적실재감과 상호작용, 몰입감은 VR 학습자의 흥미도와 몰 입도에 긍정적인 영향을 미쳤다. 가상현실의 대표적인 인적 요인으로 꼽히는 사이버 멀미는 학습 흥미도와 학 습 몰입도에 부(-)의 영향을 미쳤다. 또한 학습 흥미도와 학습 몰입도는 정비교육 만족도에 유의미한 정(+)의 영향을 미치는 것으로 확인되었다. 가설검증 결과 총 10개의 가설 중 몰입감이 학습 몰입도에 미치는 영향에 대한 가설이 유의수준 0.05 이상으로 나타나 기각되었으며, 나머지 9개 가설은 모두 채택되었다. [연구의 시사점] 본 연구는 급변하는 국방 및 교육환경에서 새롭게 도입된 4차 산업혁명 기술의 하나인 VR 의 효과를 알아보기 위해 VR의 특성요인들과 만족도 간의 영향관계를 분석하기 위한 실증연구를 시도하였다 는 점에서 학문적으로 의미가 있으며, VR 정비교육의 효과를 입증함으로써 군 정비 분야 지휘관 및 관리자, 교육 관계자들에게 VR의 도입과 설계, 발전을 위한 아이디어를 제시하였다 점에서 실무적 시사점을 가진다.

[Purpose] This study aims to elucidate the relationships among the characteristics of virtual reality (VR)— a core technology of the Fourth Industrial Revolution—and learners' interest, engagement, and satisfaction with maintenance training. Specifically, the research hypothesizes that VR characteristics, such as spatial presence, interactivity, and immersion, positively influence learners' interest and engagement, while cybersickness exerts a negative effect. Additionally, the study anticipates that learner interest and engagement positively impact maintenance training satisfaction, ultimately suggesting that VR-based maintenance training is an educationally effective approach. [Methodology] This study employed an empirical analysis based on a survey of VR maintenance training participants. After excluding incomplete responses, a total of 218 out of 224 collected questionnaires were used in the final analysis. The study utilized the Stimulus-Organism-Response (SOR) framework to examine the influence of VR characteristics on learner interest, engagement, and satisfaction with maintenance training, establishing a research model and corresponding hypotheses. Statistical analysis and hypothesis testing were conducted using SPSS 25.0 and Smart PLS 4.0. [Findings] Data analysis revealed that among VR characteristics, spatial presence, interactivity, and immersion positively influenced learners’ interest and engagement. Cybersickness, a well-recognized human factor issue in VR, was found to negatively affect both learner interest and engagement. Further, learner interest and engagement had a statistically significant positive impact on satisfaction with maintenance training. Out of ten hypotheses tested, nine were supported, with the exception of the hypothesis concerning the effect of immersion on engagement, which was not supported at a significance level of 0.05. [Implications] This study contributes academically by empirically examining the impact of VR characteristics on satisfaction within the context of maintenance training, particularly within rapidly evolving defense and educational environments. The findings validate the educational benefits of VR in maintenance training, offering practical insights for military commanders, managers, and educators regarding the adoption, design, and advancement of VR applications in the field.

This study explores how multidimensional immersion learning could affect EFL undergraduates’ self-regulated learning (SRL) by enhancing their inner speech. As the inner voice can be related to learners’ self-reflection and self-awareness of their existences, this study focuses on inner voice as a key for linguistic proficiency development in the immersion class. Twenty-two participants expressed their inner thoughts in the target language through a topic-based argumentation concerning real-life issues. Using the digital technology of Prezi and Voki, they organized their contents, and provided self-assessments of pronunciation and accents. Regression analysis suggested achievement as a crucial element to activate SRL and language proficiency. Multidimensional immersion learning can cultivate communication skills, providing various experiences and motivation.

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

이 연구의 목적은 지방자치단체의 비상대비업무 관련 학습조직화 수준과 팀원의 자기주도학습 능력 및 조직몰입 사이의 영향력 관계를 분석하였다. 이를 토대로 지방자치단체의 비상대비업무 관련 학습조직화 수준과 자기주도학습을 능동적으로 지향시키고 이를 통해 조직몰입도를 높힐 수 있도록 제언하고자 한다. 연구대상은 12개 시⋅도 민방위 비상대비팀 구성원 175명을 대상으로 설문조사를 실시하였다. 결과는 다음과 같다. 첫째, 비상대비 업무조직의 학습조직화와 자기주도학습, 조직몰입 변인 간에는 모두 유의한 상관관계가 나타났다. 둘째, 학습조직화가 구축되면 구성원의 자기주도학 습이 정적인 영향을 미치며, 직무몰입에도 긍정적 효과를 보인다. 셋째, 자기주도학습은 학습조직화 와 결과변수인 조직몰입과의 매개역할을 하는 것으로 나타났다. 이에따른 본 연구의 시사점 및 한계 점이 논의되었다.

The purpose of the study is to analyze the relationship between the level of organizational learning related to emergency preparedness of local governments and their members’ self-directed learning ability and organizational immersion. The study was conducted by carrying out a survey of 175 members of the Civil Defense Emergency Preparedness Team in 12 cities and provinces in South Korea. The results are as follows. First, there was a significant correlation among organizational learning, self-directed learning, and organizational immersion of the emergency preparedness organizations. Second, organizational learning had a positive effect on self-directed learning and job immersion of their members. Third, self-directed learning was shown to serve as a mediator between organizational learning and organizational immersion. Findings and limitations are discussed.

Despite a long history of publicly-funded English immersion education, late immersion in Hong Kong is not achieving the dual goals of content and second language learning at levels that an immersion curriculum can expect. The growing importance of English in the Asia Pacific region places an urgent demand on Hong Kong, and indeed its neighbouring cities and countries, to improve language-in-education policies and practices. To support the improvement of an aspect of practice within the late immersion curriculum, this paper offers a pedagogical framework for integrating content and second language teaching and learning to guide late immersion pedagogy. The proposed framework draws on three main sources of knowledge: first, the concepts of knowledge structures, text structures and language objectives; second, some of the teaching and learning problems observed in late immersion classrooms in Hong Kong; third, extensive experience of working with teachers who have attended an in-service immersion teacher education programme.

Purpose: This study aimed to examine the learning immersion, learning satisfactory, and learning confidence differences after virtual and then laboratory simulations. Methods: A two-group cross-over design was used, and the participants included 148 senior nursing students (74 teams). The treatments had virtual and then laboratory simulations. The data were analyzed using independent t-test, repeated measures ANCOVA and Chronbach’s αcoefficient using the SPSS/ WIN 21.0 program. Results: Nursing students who experienced laboratory simulation after virtual simulation were different totally or partially with nursing students who experienced virtual simulation first in learning immersion, learning satisfaction and, learning confidence. Conclusion: Effects based on order of simulation were different. To increase learning immersion, laboratory simulation was done before virtual simulation. Learning satisfaction and learning confidence, it were not affected by order of simulation type but by number. Repeated studies require clearly investigating the effects based on order of simulation type.

Purpose: Thjs study aimed to examine the levels of learning immersion, learning satisfaction, and learning persistence intention among nursing students who experienced virtual reality childbirth education. In addition, the study aimed to identify the relationships among these variables and to determine the influence of learning immersion and learning satisfaction on learning persistence intention. Differences in learning immersion, learning satisfaction, and learning persistence intention according to the general characteristics of the nursing students were also examined. Methods: This descriptive correlational study was conducted with 174 nursing students who experienced virtual reality?based childbirth education. Data were collected to assess learning immersion, learning satisfaction, and learning persistence intention. Results: The mean score for learning immersion was 16.58±3.21 out of 20 points. The mean score for learning satisfaction was 12.07±2.71 out of 15 points, and the mean score for learning persistence intention was 15.71±3.73 out of 20 points. Learning immersion, learning satisfaction, and learning persistence intention showed statistically significant positive correlations with one another(p<.001). Multiple regression analysis revealed that learning satisfaction had a significant influence on nursing students’ learning persistence intention (β=0.97, t=13.49, p<.001). The regression model was statistically significant (F=447.39, p<.001), and the explanatory power was 84%. Conclusion: This findings suggest that nursing students' learning satisfaction with virtual reality?based childbirth education has a significant positive influence on their learning persistence intention.

본 연구는 비대면 전공수업을 경험한 간호대학생의 학습동기, 학습몰입과 학습관련 자기주도성 관계를 파악 하고자 시도된 서술적 조사연구이다. 자료수집은 2021년 8월 1일부터 30일까지였으며, 수집된 자료는 IBM SPSS/WIN 22.0 프로그램을 이용하여 분석하였다. 본 연구결과 학습동기는 학습몰입, 학습관련 자기주도성과 양의 상관관계가 있었고, 학습동기와 학습관련 자기주도성의 관계 역시 상관관계가 나타났다. 학습몰입에 영향을 미치는 요인으로 학습동기과 학습관련 자기주도성으로 분석되었으며, 학습관련 자기주도성은 학습동기와 학습몰입의 관계 에서 부분 매개변수임을 확인하였다. 따라서, 간호대학생의 학습관련 자기주도성은 학습동기와 학습몰입에 중요 요 인이므로, 이를 향상시킬 수 있는 구체적인 방안이 마련되어야 한다.

This study is a descriptive research study to analyze the relationship between learning motivation, learning immersion, and self-directed learning. For this study, data were collected from August 1 to 30, 2021. The collected data were analyzed using the IBM SPSS/WIN 22.0 program. The learning motivation was positively correlated with learning immersion and self-directed learning. In analysis results, the factors affecting learning immersion are learning motivation and self-directed learning. And it was confirmed that self-direction was a partial mediating factor in the relationship between learning motivation and learning immersion. Learning motivation is an important factor for nursing students' learning immersion and self-directed learning. Therefore, specific measures to improve self-directed learning should be prepared for learning immersion. Therefore, nursing students' self-directed learning is an important factor for learning motivation and learning immersion, and specific measures to improve that should be prepared.

목적: 평생학습에 대한 중요성이 증가하는 현재 평생학습 프로그램 참여자의 참여 동기, 학습 몰입 및 학 습만족도의 관계를 알아보고 기초자료 활용을 위한 서술적 조사연구이다. 방법: 연구 대상은 연구 참여에 자발적 서면 동의를 한 평생학습 프로그램 참여자로 하였고, 자료분석은 SPSS 24.0 program을 이용하였다. 자료의 분석은 빈도, 백분율, 평균, 표준편차, t-test, ANOVA, Pearson's correlation을 이용하였다. 결과: 평생학습 프로그램 참여자의 참여 동기 3.63±.62점, 학습 몰입 3.44±.69점, 학습만족도 3.89±.66 점이었다. 변수 간 상관관계가 유의하게 있는 것으로 나타났다. 또한, 일반적 특성에서 주거 기간에 따라 참여 동기가 유의한 차이가 있는 것으로 나타났다. 결론: 평생학습 프로그램의 학습만족도를 높이기 위해 참여 동기, 학습 몰입을 높이는 프로그램 접근방 법이 필요하며 다양한 전략이 요구된다, 이를 위해 평생학습에 대한 홍보, 평생학습 동아리 활동 등 지속 적인 교육 지원을 통해 평생학습 활동을 진행해야한다.

This is a descriptive research study to investigate the relationship between participation motivation, learning immersion, and learning satisfaction of participants in lifelong learning programs, as the importance of lifelong learning is increasing, and to utilize basic data. Methods: The subjects of the study were participants in a lifelong learning program who gave voluntary written consent to participate in the study, and the SPSS 24.0 program was used for data analysis. Data analysis used frequency, percentage, mean, standard deviation, t-test, ANOVA, and Pearson's correlation. Results: The participants' motivation to participate in the lifelong learning program was 3.63±.62 points, learning immersion was 3.44±.69 points, and learning satisfaction was 3.89±.66 points. It was found that there was a significant correlation between variables. In addition, in terms of general characteristics, it was found that there was a significant difference in motivation to participate depending on the period of residence. Conclusion: In order to increase learning satisfaction in lifelong learning programs, a program approach that increases participation motivation and learning immersion is needed, and various strategies are required. To this end, lifelong learning activities are promoted through continuous educational support such as promotion of lifelong learning and lifelong learning club activities. must proceed.

[목적] 본 연구는 비대면 온라인 수업 환경에서 원격강의를 수강한 대학생들이 지각한 학습실재감, 학습몰입 및 학습만족의 관계를 규명함으로써 언택트 시대의 교육환경에서 학생들의 수요에 적합한 비대면 강의 시행을 위한 실증적인 논의를 담아내고자 하였다. [방법] 이를 위해 2021년 6월 수도권 및 경기도 소재의 4년제 대학에서 골프 를 전공하고 온라인 강의 수강 경험이 있는 학생들을 모집단으로 총 300부의 설문지를 배포 후 289부를 회수하 여 SPSS 25.0으로 분석하였다. [결과] 도출된 결과는 첫째, 골프전공 학생들의 학습실재감은 학습몰입에 통계적으 로 유의한 영향을 미치는 것으로 나타났다. 둘째, 골프전공 학생들의 학습실재감은 학습만족에 통계적으로 유의 한 영향을 미치는 것으로 나타났다. 셋째, 골프전공 학생들의 학습몰입은 학습만족에 통계적으로 유의한 영향을 미치는 것으로 나타났다. [결론] 따라서 골프전공 학생들의 온라인 수업 환경에서 학습자의 학습몰입과 학습만족 을 높이기 위해서는 학습자의 인지적 및 감성적 실재감을 고려할 필요가 있다.

[Purpose] This study is an empirical study for the implementation of non-face-to-face lectures suitable for the needs of students in the untact era by examining the relationship between the sense of learning presence, learning immersion, and learning satisfaction perceived by university students. [Method] To this end, in June 2021, 300 questionnaires were distributed to students who majored in golf at a four-year university located in the metropolitan area and Gyeonggi-do and had experience taking online lectures, and 289 copies were collected for final analysis with SPSS 25.0. [Result] The derived results are first, golf major college students' sense of presence in learning has a statistically significant effect on their learning immersion. Second, golf major college students' sense of presence in learning has a statistically significant effect on their learning satisfaction. Third, golf major college students' sense of learning immersion has a statistically significant effect on their learning satisfaction. [Conclusion] Therefore, in order to increase learners' learning immersion and learning satisfaction in the online class environment of golf students, it is necessary to consider learners' cognitive and emotional presence.

본 연구는 하이브리드 강의 품질이 수강생의 학습 태도와 학습 몰입, 학습 만족에 미치는 영향력을 실증적으로 검정하고자 했다. 2020년 코로나로 인해 학점은행제를 포함한 스트릿 댄스 교육기관은 개강 시기를 늦추면서 전면 비대면이 아닌 대면과 비대면을 통합한 하이브리드 강의를 시행하였으므로 하이브리드 방식을 통한 스트 릿 댄스 교과목을 1학기 기준으로 수강한 전공학생(총 300명)을 연구대상으로 조사하였다. 그리고 PLS 기반 인 SmartPLS, 공분산 기반인 JASP 등 2개의 통계 프로그램으로 구조방정식 모형분석(2가지 접근법)을 실시했 다. 본 연구의 분석 결과를 요약하면, 수강생의 학습 만족에 학습 몰입만이 영향을 미치지 않는 것으로 나타났 으며, 강의 품질은 학습태도와 수강생의 학습만족에 모두 영향을 미치는 것으로 나타났다. 또한 수강생의 학습 태도는 학습 몰입과 학습 만족에 모두 영향을 미치는 것으로 나타났다. 이는 곧 하이브리드 교육 방식의 긍정 적 효과를 실증한 것으로서 현재 코로나 팬데믹으로 인하여 강제화된 하이브리드 교육방식이 추후 포스트 코 로나시대에도 지속될 수 있음을 시사하는 것이라 할 수 있다.

This study attempted to empirically test the influence of hybrid lecture quality on students' learning attitudes, learning commitment, and learning satisfaction. Due to COVID-19, street dance education institutions, including the credit bank system, conducted hybrid lectures that incorporated face-to-face and non-face-to-face rather than full-face, so a total of 300 students took street dance courses as of the first semester.In addition, structural equation model analysis (two approaches) was conducted with two statistical programs: SmartPLS based on PLS and JASP based on covariance. Summarizing the analysis results of this study, it was found that only learning commitment did not affect students' learning satisfaction, and lecture quality had an effect on both learning attitude and students' learning satisfaction. In addition, it was found that the learner's learning attitude affects both learning commitment and learning satisfaction.This proves the positive effect of the hybrid education method, suggesting that the hybrid education method currently enforced due to the COVID-19 pandemic may continue in the post-COVID-19 era in the future.

본 연구는 2020학년도 1학기에 원격강의를 수강한 일반대학의 대학생들이 인식하는 학습실재감이 학습성과에 미치는 영향 및 학습몰입의 매개효과를 실증적으로 규명하였다. 서울·경기지역 소재 일반대학을 다니는 대학생들을 대 상으로 2020년 9월 15일부터 약 1달 간 온라인 설문을 실시하여, 총 293명의 자료를 분석하였다. 연구결과, 첫째, 학습 실재감은 학습몰입과 학습성과에 영향을 미쳤으며, 학습몰입은 학습성과에 영향을 미치는 것으로 나타났다. 둘째, 학습 몰입은 학습실재감과 학습성과의 관계에서 매개효과가 있는 것으로 나타났다. 본 연구는 코로나 19 대응차원으로 전환 한 원격강의를 수강한 일반대학의 대학생들이 인식한 학습실재감이 학습성과에 미치는 영향과 학습몰입의 매개효과를 검증하였다는데 의의가 있다.

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

Purpose: This study aimed to examine the mediating effect of teamwork on the relationship between immersion in simulations and clinical competency among nursing students. Method: A total of 173 nursing students who participated in simulation-based learning were included. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and PROCESS Macro Model 4. Results: Clinical competency differed significantly according to satisfaction with clinical practice, previous semester’s GPA, major satisfaction, team relationships, level of preparation, and adequacy of pre-orientation. Mean scores were 4.27±0.51 for learning immersion in simulation, 4.53±0.49 for teamwork, and 4.47±0.49 for clinical competency. All the variables showed significant positive correlations. Learning immersion in simulation had both direct and indirect effects on clinical competency through teamwork. Bootstrapping confirms that teamwork partially mediats this relationship. Conclusion: Learning immersion in simulations was significantly associated with clinical competency and teamwork played a significant mediating role. Educational strategies should promote immersion and teamwork to improve clinical competency.

Recently, there have been many efforts to develop new compounds having skin whitening effects from natural products. The aim of this study was to assess the availability of Asterubine extracted from Asterias amurensis as a skin whitener through the evaluation of the inhibitory effects of melanogenesis in B16F1 melanoma cells. B16F1 cells were treated with Asterubine extracted from Asterias amurensis (10, 100 and 1,000 μM/mL, respectively) and incubated for 72 hours. B16F1 cells were treated with Asterubine (10, 100 and 1,000 μM/mL, respectively) and α-melanocyte stimulating hormone (α-MSH), simultaneously, and incubated for 72 hours. Content of melanin synthesis and tyrosinase activity were determined. The expressions of tyrosinase was measured by Western blot analysis. Treatment with 100 and 1,000 μM/mL Asterubine significantly decreased tyrosinase activity by 11.4% and 27.7%, respectively, compared to Asterubine non-treated group (p<0.05). Treatment with 1,000 μM/mL Asterubine significantly decreased melanin synthesis by 26.5%, compared to α-MSH alone group (p<0.05). Asterubine significantly inhibited expressions of tyrosinase induced by α-MSH. In conclusion, these findings indicate that Asterubine extracted from Asterias amurensis, which inhibits melanin synthesis and tyrosinase expression, is an effective skin whitening agent.

This study attempted to unveil structural relationships among learners’ mindset, learning flow and intention to continue learning and help beauty service learners have a desirable perception. For this, a self-administered questionnaire survey was performed against a total of 320 adult beauty service learners in their 20-50s in Busan from July 18 to 25, 2022. They voluntarily participated in the survey with an understanding of its purposes. Effective samples were collected and analyzed by SPSS 25.0, and the results found the followings: First, no significant learning flow was found in beauty service learners with a fixed mindset while high learning flow was observed in those with a growth mindset. Second, an intention to continue learning wasn’t found in beauty service learners with a fixed mindset while an intention to continue learning was observed among those with a growth mindset. Third, both cognitive commitment and affective commitment revealed an intention to continue learning. The above results show that those with a growth mindset are committed to learning for their continuous growth and development and disclose their will to continue learning. In contrast, those with a fixed mindset are aware of their limit and reveal passive learning commitment, losing their intention to continue learning. It is anticipated that the study results provide an implication which is needed to help beauty service learners find a way to improve a growth mindset.

本研究旨在于阐明学习者的思维观念 , 学习投入 , 学习持续意图之间的结构关系 , 了解各项 特征的影响力 , 并为增进美容学习者的正向认识做出贡献􀕶本研究实施时间为2022年7月18日 至7月25日 , 研究对象为釜山地区20~50岁以上的320名成人美容学习者 , 问卷调查方法以能够 理解研究情况 , 并自愿参与的研究对象自我填写的方式进行􀕶研究仅针对可分析的有效样 品 , 通过SPSS 25.0程序进行了电算处理􀕶其结为如下􎩁第一 , 拥有固定思维的美容学习者对 学习投入并未产生太大影响 , 拥有成长性思维的美容学习者表现出较高的学习投入􀕶第二 , 学习持续意图也呈现出类似结果 , 拥有固定思维的美容学习者未呈现持续学习持续意图 , 拥 有成长性思维的美容学习者表现出持续学习持续意图􀕶第三 , 美容学习者的认知投入和正义 投入都延续为学习持续意图􀕶上述结果表明 , 越是拥有成长性思维的人 , 越会为了不断成长 和自我发展 , 通过更多的教育 , 学习 , 训练等投入到学习中 , 表现出持续学习的意志􎩂而越 是拥有固定思维观念的人 , 越会给自己能力设限 , 引起消极的学习投入 , 甚至会丧失持续学 习的意志.

본 연구는 치위생과 학생들의 전공 만족도를 높일 수 있는 방안을 마련하여 비대면 수업 상황에서 치위생과 학생들이 인지하는 치위생 전공 교육에 적응하고 학업에 집중할 수 있도록 바람직한 비전을 제시하고자 한다. 자료 수집 은 2021년 6월 20일부터 8월 19일까지 서울ㆍ충청ㆍ강원 지역 대학 치위생과 학생들을 편의표본추출 하였으며 자기기 입식 설문법으로 작성하였다. 연구대상자의 일반적 특성에 따른 변수의 차이는 t-검정, 일원분산분석을 하였고, 사후검 정은 Tukey로 검증하였다. 변수 간의 상관관계는 Pearson‘s correlation을 하였고, 치위생과 학생의 전공만족도에 영 향을 미치는 요인은 Multiple regression으로 하였다. 치위생과 학생의 자기 주도적 학습능력은 3.57점이었고, 학습몰 입은 3.02점이었으며, 전공만족도는 3.54점이었다. 치위생과 학생들은 학년이 높고, 대학생활 만족도가 높을수록, 학습 몰입과 자기 주도적 학습능력이 높을수록 전공만족도가 높은 것으로 나타났다. 따라서 코로나 19로 어려운 여건 속에서 전공만족도 향상을 위해 체계적인 프로그램 개발 및 적용이 필요한 것으로 나타났다.

This study intends to present a desirable vision so that students can focus on their studies and adapt to the dental hygiene major education perceived by dental hygiene students in un-contact lecturess situations by preparing measures to increase student satisfaction with the dental hygiene department. Data collection was conducted using a self-reported questionnaire from students in the dental hygiene department at universities in Seoul, Chungcheong, and Gangwon from June 20 to August 19, 2021. Variables according to the general characteristics of the subjects were analyzed using t-test and one-way ANOVA, and the post hoc test was verified by Tukey. The correlation between variables was Pearson's correlation, and the factors affecting dental hygiene and students' major satisfaction were multiple regression. The self-directed learning ability of dental hygiene students was 3.57 points, learning immersion was 3.02 points, and major satisfaction was 3.54 points. Dental hygiene students were found to have higher major satisfaction with higher grades, higher college life satisfaction, and higher learning immersion and self-directed learning ability. Therefore, it was found that systematic program development and application is necessary to improve major satisfaction in difficult circumstances due to COVID-19.

Purpose: The study aimed to identify factors that affect college students' learning immersion in non-face-to-face remote classes. Methods: During COVID-19, a survey was conducted on 140 college students who were taking non-face-to-face remote courses at universities located in Seoul, Gyeonggi-do, and Chungcheong-do, Korea. Data were analyzed using the Pearson correlation coefficients, Independent t-test, ANOVA, and Hierarchial stepwise multiple regression with SPSS (Windows version 27.0). Results: In the study, the most important variable influencing learning immersion was the student’s self-efficacy, followed by instructor presence, class participation, lecture satisfaction, and credits. Conclusion: Instructors who teach major courses at college need to develop and apply ways to enhance learners' self-efficacy and class content that can boost learners' motivation in order to maximize learners' learning immersion. In order to facilitate learners' access to online media and maintain their interest in remote classes, passionate efforts need to be made by active instructors.