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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.

Objective: This study aimed to develop and implement an artificial intelligence (AI) based cognitive-responsive tutor system for healthcare students and evaluate its effectiveness in regard to improving learning achievement through pre- and post-assessment analyses. Design: one-group pre-post exploratory design Methods: Fifty physical therapy students participated in an experimental study conducted at Kyungbok University using an AI-based cognitive-responsive tutor system that applied Deep Knowledge Tracing (DKT) and Bayesian Knowledge Tracing (BKT) models to analyze the knowledge states of learners. Participants completed ten adaptive learning sessions, and pre- and post-assessments were compared using paired t-tests to evaluate changes in learning achievement. Results: Among the 50 participants, posttest scores increased compared to pretest scores after 10 days of AI-based tutoring, although the difference was not significant (p > 0.05). A significant correlation was observed between the system scores and the number of solved questions (p = 0.001). In the lower 50% subgroup (n = 25), the posttest scores significantly improved compared to the pre-test scores (p < 0.01). Conclusions: Although the overall score improvements were not statistically significant, the AI tutoring system showed modest potential as a supplementary tool that supports repeated practice and immediate feedback, particularly for students with lower baseline performance. These findings are preliminary and should be interpreted with caution, highlighting the need for further research onenhanced system features and more rigorous study designs.

This study examines the predictors and consequences of artificial intelligence (AI) tool adoption among university students in Saudi Arabia, integrating the technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), as well as Cognitive Social Theory with AI-specific trust and ethical concern. Using a cross-sectional survey of 317 students from four geographically distributed public universities, we employed partial least square-structural equation modeling to test ten hypotheses. The results reveal that perceived usefulness, trust in AI, and social influence significantly predict AI adoption, while perceived ease of use and ethical concerns show no significant effects. Self-efficacy partially mediates the relationships between perceived usefulness and perceived ease of use with adoption, but not for trust. Notably, AI adoption significantly enhances academic performance and cognitive skill development. The findings contribute to technology acceptance literature by validating the combination of TAM, UTAUT, and social cognitive theory in AI adoption contexts, highlighting trust as a critical factor beyond traditional TAM constructs, and demonstrating AI's positive educational outcomes. Practically, universities should emphasize AI's usefulness, foster trust through transparency, and integrate self-efficacy training to maximize adoption benefits.

Objective : To summarize clinical and demographic variables and machine learning uses for predicting functional outcomes of patients with stroke. Methods : We searched PubMed, CINAHL and Web of Science to identify published articles from 2010 to 2021. The search terms were “machine learning OR data mining AND stroke AND function OR prediction OR/AND rehabilitation”. Articles exclusively using brain imaging techniques, deep learning method and articles without available full text were excluded in this study. Results : Nine articles were selected for this study. Support vector machines (19.05%) and random forests (19.05%) were two most frequently used machine learning models. Five articles (55.56%) demonstrated that the impact of patient initial and/or discharge assessment scores such as modified ranking scale (mRS) or functional independence measure (FIM) on stroke patients’ functional outcomes was higher than their clinical characteristics. Conclusions : This study showed that patient initial and/or discharge assessment scores such as mRS or FIM could influence their functional outcomes more than their clinical characteristics. Evaluating and reviewing initial and or discharge functional outcomes of patients with stroke might be required to develop the optimal therapeutic interventions to enhance functional outcomes of patients with stroke.

This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students’ learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students’ pre- and post-tests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students’ improvement by changes of levels. The results indicate significant differences in students’ scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

본 연구의 목적은 대학 학위과정에 참여하고 있는 성인학습자의 평생교육성과(직업능력 향상, 삶의 질 향상)에 영향을 미치는 요인을 개인배경, 학습특성 및 참여동기, 학습경험의 측면에서 탐색하고, 이를 통해 대학 성인학습자의 평생교육성과를 제고하는 의미있는 시사 점을 도출하는 것이다. 연구의 목적 달성을 위해 C대학교의 학부과정에 참여하고 있는 성 인학습자를 대상으로 설문조사를 실시하였고, 조사참여에 동의하고 측정문항에 결측없이 응답한 111명의 자료를 분석에 활용하였다. 분석방법은 기술통계 및 다중회귀분석을 적용 하였다. 분석결과, 성인학습자의 직업능력 향상에 영향을 미치는 요인은 성인학습자의 현 재직 여부, 목표지향 중심의 참여동기, 대학에서의 유의미학습, 교수와의 상호작용으로 나 타났으며, 다소 약한 수준에서 협력학습이 종속변수에 긍정적 영향을 미쳤다. 삶의 질 향 상에 영향을 미치는 요인은 대학 입학 전 최종학력, 학습가치 중심의 학습특성, 학습지향 중심의 참여동기, 대학에서의 협력학습, 교수와의 상호작용으로 나타났고, 다소 약한 수준 에서 유의미학습이 긍정적 영향을 나타내었다. 본 연구의 결과를 토대로 대학 성인학습자 의 평생학습성과를 높이는 차원에서 시사점을 논의하였다.

The purpose of this study was to explore the factors that affect the lifelong learning outcomes (improving career abilities, improving quality of life) of adult learners participating in university degree programs in terms of personal background, learning characteristics, participation motivation, and learning experiences. The study aims to derive meaningful implications for improving the lifelong learning outcomes of university adult learners. To achieve this purpose, a survey was conducted among adult learners participating in the undergraduate program at University C. A total of 111 participants who agreed to participate in the survey and provided complete responses to the measurement questions were included in the analysis. Descriptive statistics and multiple regression analysis were applied. The results of the analysis revealed that several factors significantly influenced the improvement of adult learners' career abilities. These factors included the adult learners' current employment status, goal-oriented participation motivation, meaningful learning in college, and interaction with faculty. Additionally, cooperative learning had a positive but weaker effect on the dependent variable. Furthermore, various factors significantly influenced the improvement of quality of life among adult learners. These factors included the final education before entering university, learning characteristics centered on learning values, participation motivation centered on learning orientation, cooperative learning in university, and interaction with professors. Meaningful learning also had a positive but weaker effect. Based on the findings of this study, implications for enhancing the lifelong learning outcomes of university adult learners was discussed.

이 연구는 조선족 대학생들의 영어 실력 향상을 위한 기초자료로 활용하고자 시행하였다. 중국 소재 한 대학 203명을 대상으로 조선족과 한족 학부생들의 차이를 분석하고자 위해 기술 통계량 및 t-검정 분석이 사용되었다. 연구 결과는 한족 학생들에 비해 조선족 학생들의 준비성이 현저히 떨어지고 학습 성과도 약하다는 것을 보여주었다. 학습 성과에 미치는 요인들에 대한 분석은 영어 구술능력, 교과과정에 대한 태도, 자신의 영어실력에 대한 신념, 학습 전력에 있어서 그룹간의 유의미한 차이를 보였다. 반면, 학습에 대한 관심에 있어서는 그룹 간의 차이를 보이지 않았다. 본 연구는 EFL 수업에서 조선족 대학생들의 수업 준비성 및 학습 성과를 향상시키기 위한 시사점을 제공하는데 그 의의를 갖는다.

This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates’ English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.

본 연구의 목적은 대학 성인학습자의 개인배경에 따른 기대 학습성과의 차이를 분석하 는 것이다. 이를 위해 대학의 평생교육프로그램에 참여하는 성인학습자의 기대 학습성과는 어떤 것이 있는지 우선 탐색한 후, 각 성과가 개인배경에 따라 어떠한 차이를 분석하고 의 미있는 시사점을 도출하였다. 연구대상은 대학의 평생교육체제 지원사업에 참여하고 있는 일반대와 전문대 총 30개 대학의 성인학습자이며, 조사는 국가평생교육진흥원과 참여 대학 의 협조를 거쳐 2021년 3월 5일부터 3월 25일까지 온라인으로 진행하였다. 조사에 응답한 성인학습자는 총 20개 대학의 592명이었다. 분석방법의 경우, 수집된 주관식 자료는 Python 3 (ipykernel)을 통해 text analysis를 수행하였고, 개인배경에 따른 기대 학습성과의 응답 차이를 확인하기 위해 X2분석을 실시하였다. 연구결과, 대학 평생교육과정에 참여하 는 성인학습자의 기대 학습성과로 가장 높은 빈도를 나타낸 것은 학위 취득이었고, 다음으 로 자격증 취득, 전문지식 습득, 직무능력 향상, 직업전환, 개인적 즐거움이나 자아실현 순 으로 나타났다. 또한 성인학습자의 개인배경(학교유형, 성별, 연령, 최종학력, 결혼여부, 고 용상태, 총 근무경력, 월 가구소득)에 따라 기대 학습성과는 유의미한 차이를 나타냈다. 연 구의 결과를 바탕으로 대학에서 성인을 위한 맞춤형 교육의 실현을 위한 정책적 시사점을 도출하였다.

The purpose of this study was to analyze the differences in expected learning outcomes of adult learners in higher education based on their personal backgrounds. To achieve this goal, the study initially explores the expected learning outcomes of adult learners participating in university lifelong learning programs. Subsequently, it analyzes how each outcome differs according to their personal backgrounds and derives meaningful implications. The study subjects comprise adult learners from 30 universities, encompassing both general and vocational institutions. These participants are engaged in the university's lifelong education system support project. The survey was conducted online from March 5th to March 25th, 2021, in collaboration with the National Institute for Lifelong Education and the participating universities. A total of 592 adult learners from 20 universities responded to the survey. Regarding the analysis method, the collected questionnaire data underwent text analysis using Python 3 (ipykernel). Additionally, a chi-square test was performed to identify differences in responses to the expected learning outcomes based on personal backgrounds. The findings revealed that the highest frequency of anticipated learning outcomes for adult learners engaged in university continuing education courses was achieving a degree, followed by obtaining a certificate, gaining professional knowledge, enhancing job skills, pursuing career changes, and seeking personal enjoyment or self-actualization. Furthermore, significant variations in expected learning outcomes were observed in relation to adult learners' personal backgrounds, including institute type, gender, age, final level of education, marital status, employment status, total work experience, and monthly household income. Based on the study's outcomes, policy implications were formulated to facilitate the implementation of personalized education approaches for adults within the university setting.

Within a sociocultural framework, a growing number of L2 studies claim that learners’ collaborative talk provides opportunities for second language (L2) learning. Despite the increasing interest in such talk, there is little research that presents a holistic analysis and evaluation of interaction patterns embedded in collaborative talk, occurring during joint editing task, as well as the resulting learning outcomes. Recognizing this paucity, the current study examined learners’ interaction doing editing tasks via an in-depth, descriptive analysis. Delayed post-tests were conducted on the specific linguistic items produced during the tasks in order to assess learning outcomes of the collaborative talk. This study presents several new findings and raises issues that the major sociocultural-based research undertaken to date has neglected. A major finding is that, unlike promising findings in the L2 literature in relation to the role of collaborative talk, this study does not show any robust evidence that learners’ collaborative talk promotes L2 learning. Also, it demonstrates that interactional features in the talk were often non-collaborative. This provides a possible explanation for the less positive role of collaborative talk in L2 learning. The study implies that the nature of interaction in learners’ dialogue may not be always collaborative. Therefore, it is important that researchers and teachers have realistic expectation of learners’ dialogue, which may include interaction of an intricate and often complex nature.

Future generations are inheriting a world filled with complex, environmental decisions to make on a global scale. In response, curriculum focused on humanity’s relationship with the environment is one of the fastest trending areas within higher education. Uniquely within the Minnesota State Colleges and Universities (MNSCU) system, all four-year universities require students to enroll in a “People and the Environment” course that contains learning outcomes focused on contemporary environmental challenges as well as the interconnectedness between the natural environment and human society. The current research examined these courses across three MNSCU universities through administering a pre- and post-course instrument to students that measured growth in environmental knowledge, attitudes, and behavior. The results indicate statistically significant differences between participants’ pre- and post- environmental knowledge scores, especially when compared to a larger sample of Minnesotans. Additionally, a post-course instrument administered to the faculty regarding their instructional methods suggests that specific instructional methods—including team teaching—were correlated with significant gains in student learning outcomes. Overall, the study reveals specific approaches in evaluating learning outcomes as well as best practices for future coursework based on environmental education.

본 연구는 대학 신입생을 대상으로 한 파이썬 입문 강의에서 블록 기반, 텍스트 기반, 혼합형 교수법의 효과성을 조사하였다. 60명의 학생이 세 그룹으로 무작위 배정되어 각기 다른 교수법을 13주간 적용받았다. 학습 성과, 문제 해결 능력, 학생 태도는 시험, 코딩 연습, 설문 조사 및 인터뷰를 통해 평가되었다. 결과적으로 모든 그룹에서 유의미한 향상이 나타났으며, 혼합형 교수법을 적용한 그룹이 가장 높은 사후 평가 점수(81.2점)와 최종 프로젝트에서 최고 성과(평균 89.3점)를 기록하였다. 혼합형 교수법은 블록 기반 프로그래밍의 접근성과 텍스트 기반 코딩의 심층성을 효과적으로 결합하여, 시각적 표현에서 텍스트 표현으로의 점진적인 전환을 통해 학습을 단계적으로 지원하였다. 이 접근법은 다양한 학습자의 요구를 충족시키면서도 고급 프로그래밍 기술 습득을 준비하도록 설계되었다. 혼합형 그룹의 학생들은 자신감, 즐거움, 몰입감에서 가장 큰 향상을 보고하였다. 연구 결과는 혼합형 교수법이 개념적 이해, 코딩 숙련도 및 학습 만족도를 증진하는 데 가장 효과적임을 강조하고 있다.

This study investigates the effectiveness of block-based, text-based, and hybrid instructional approaches in introductory Python courses for community college freshmen. Sixty students were randomly assigned to three groups, each following a distinct instructional method over a 13-week semester. Learning outcomes, problem-solving skills, and student attitudes were evaluated using exams, coding exercises, surveys, and interviews. The results revealed significant improvements across all groups, with the hybrid approach achieving the highest post-test scores (81.2 points) and the best project performance(average of 89.3 points in the final project). The hybrid method effectively combined the accessibility of block-based programming with the depth of text-based coding, employing a gradual transition from visual to textual representations. This approach scaffolded learning, addressing the needs of diverse learners while equipping them with advanced programming skills. Students in the hybrid group reported the greatest improvements in confidence, enjoyment, and engagement. The findings underscore the hybrid approach as the most effective for promoting conceptual understanding, coding proficiency, and overall satisfaction among diverse learners.

ICT education has a great impact on the national economy in modern society. ICT provides a great opportunities to improve the effectiveness of our teaching methods. Using ICT tools, we have adopted innovative approaches to teaching, utilized digital tools, and focused on student-centered learning to improve students’ learning achievement. As a result of conducting classes using ICT tools, students preferred on-time testing platforms such as Kahoot and Quizzes, and responded that learning with ICT was attractive and beneficial. We also found that students lacked personal equipment, which hindered their ability to fully utilize the platform.

Hospitals have accumulated large amounts of patient data, with each hospital’s data having unique characteristics and distributions. By leveraging this vast amount of data for machine learning, we can develop predictive models, such as those for predicting long-term outcomes in ischemic stroke patients and provide valuable information for treatment decisions. However, data privacy concerns prevent hospital data from being put together on a centralized server. This study investigates the applicability of federated learning for predicting long-term outcomes in ischemic stroke patients using data from Hallym University Sacred Heart Hospital in Pyeongchon and Hallym University Sacred Heart Hospital in Chuncheon. Patient outcomes are defined as favorable if the modified Rankin Scale (mRS) score is 0-2 and poor if the mRS score is 3-6. There are two tasks: one predicting patient outcomes at 3 months after stroke and the other predicting patient outcomes at 1 year after stroke. A simple deep neural networks model is used for implementation of the prediction model and the federated learning environment. In conclusion, the federated learning models using basic FedAVG and weighted averaging FedAVG achieved 99.4%-99.9% performance of traditional centralized learning models.

Autism is a complex neurodevelopmental disability with impairments of social interaction and communication, and repetitive behavior. Reelin is an extracellular glycoprotein that is essential for neuronal migration and brain development. Neuroprotective effects of exercise on various brain insults are well documented, however, the effects of exercise on autism in relation with reelin expression are not clarified. In the present study, we investigated the effects of treadmill exercise on the functional recovery and on the expressions of reelin and its downstream molecules, phosphatidylinositol-3-kinase (PI3K), phosphorylated Akt (p-Akt), phosphorylated extracellular signal-regulated protein kinase 1 and 2 (p-ERK1/2), using autistic rats. For the induction of autism-like animal model, 400 mg/kg valproic acid was subcutaneously injected into the rats on the postnatal day 14. The rat in the treadmill exercise groups were forced to run on a treadmill for 30 min once a day, five times a week for 4 weeks, starting postnatal day 28. To investigate autism-like behaviors and memory deficit, open field, social interaction, and radial 8-arm maze were performed. Immunohistochemistry and western blotting were conducted. In the present results, treadmill exercise alleviated aggressive tendency and improved correct decision in the spatial learning memory in the autistic rats. Treadmill exercise increased neurogenesis and the expressions of reelin and its down-stream molecules, PI3K, p-Akt, and p-ERK1/2, in the hippocampus of the autistic rats. The present study showed that treadmill exercise ameliorated aggressive behavior and improved spatial learning memory through activation of reeling signaling pathway in the valproic acid-induced autistic rats.

보건환경적 영향(COVID-19)은 한국어 교육 현장에도 큰 변화를 일으켰다. 대면 수업이 어려운 상황에서 교육적 공백을 최소화하기 위한 방안으로 온라인 수업이 적극적으로 시행되었다. 이런 흐름에 따라 본 연구는 B대학교 학부생 72명을 대상으로 온라인 한국어 수업에서의 학습실재감과 학습 성과에 대해 연구하였다. 연구 결과 학습실재감에서는 인지적 실재감이 감성적 실재감보다 더 높게 나타났다. 반면 감성적 실재감 중 감정 표현과 감정 관리 부분에 대한 인식 정도는 다른 항목에 비해 낮게 나타났다. 학습 성과의 하위요소인 만족도와 학습지속의향을 5점 리커트 척도로 측정한 결과 평균 3.90이상으로 나타나 온라인 한국어 수업의 학습 성과를 긍정적으로 평가할 수 있었다. 다중회귀분석의 결과에서는 인지적 실재감이 높을수록 학습자의 학습지속의향이 높았고, 감성적 실재감이 높을수록 학습자의 만족도가 높은 것으로 나타났다. 이를 통해 온라인 한국어 수업에서 성공적인 학습 성과를 얻기 위해서는 높은 학습실재감이 중요한 요소임을 확인할 수 있었다.

The health and environmental impact of COVID-19 has caused a significant change in the field of Korean language education. Online classes have been actively implemented as a way to minimize educational gaps in situations in which face-to-face classes cannot be conducted. Following this trend, the learning presence and learning outcomes of 72 undergraduate students at B University in online Korean language classes are investigated. The research shows that cognitive presence is higher than emotional presence in learning presence. However, regarding emotional presence, the degree of awareness of emotional expression and emotion management is lower than other items. Satisfaction and learning persistence that are subdimensions of learning outcomes were measured on a five-point Likert scale. As a result, the mean score of those two subdimensions were found to be over 3.90, allowing students to positively evaluate learning outcomes in online Korean language classes. The results of the multiple regression analysis show that the higher the cognitive presence, the higher the student’s learning persistence, and the higher the emotional presence, the more the students are satisfied with their classes. The current study confirms that a high sense of learning presence is an important factor in achieving successful learning outcomes in online Korean language classes.

본 연구의 목적은 S 여자대학교의 교수학습지원센터에서 운영하는 비대면 프로젝트 기반 학습(Project-Based Leaning: PBL)강좌에 참여한 학습자의 학습성과 및 학습 만족도에 대해 알아보고자 실시하였다. 본 연구를 위한 설문지는 학습전략(동료학습 전략, 비판적 검토 전략, 정교화 전략, 초인지 전략 및 온라인 프로젝트 활동)과 학습 만족도에 관한 질문 총 28개로 구성되었다. 설문조사를 위하여 2020학년도 프로젝트 기반 학습강좌에 참여한 학습자 중 300명(1학기 210명, 2학기 90명)이 참여하였다. 사전-사후 설문조사 결과 1학기와 2학기 모두 사후 설문조사 결과의 평균이 더 높게 나타났다. 두 학기 모두 프로젝트 기반 학습 수강 후에 학습전략 평균이 향상하였다. 프로젝트 활동이 학습활동에 도움이 되며, 수업에 참여도를 높인다는 결과를 확인하였다. 이를 바탕으로 심화된 비대면 학습환경에서의 PBL 연구가 지속되어야 함을 시사한다.

This study is the result of the operation of Project-Based Leaning (PBL) conducted at S Women's University's Teaching and Learning Center. This study investigated the learning outcomes and learning satisfaction of participating learners. The questionnaire for this study consisted of a total of 28 questions on learning strategies (peer learning strategies, critical review strategies, elaboration strategies, super cognitive, and online project activities) and learning satisfaction. For the survey, 300 students (first semester: 210 students, second semester: 90 students) participated in the 2020 project-based learning. As for the pre and post questionnaire results, the average of the post questionnaires of the first and second semesters was higher than pre-questionnaires result. After taking project-based learning in the first and second semesters, the average of learning strategy and learning satisfaction improved. It was confirmed that the project activities are helpful in learning activities and increase participation in class. Based on this, it implies that in-depth PBL research in a non-face-to-face learning environment should be continued.

페이스북의 교육적 잠재력에도 불구하고, 아직 실증적인 연구나 이를 통한 실천적인 설계전략은 매우 부족하다. 따라서 본 연구에서는 페이스북을 활용한 협력학습에서 학습자들이 인식한 학습실재감이 학습성과를 예측하는지 검증하여. 페이스북 기반 협력학습 환경에서 학습성과를 높이기 위한 실재감 전략을 제시하고자 하였다. 이를 위해 서울소재 A 대학교의 전공과목을 수강하는 39명의 대학생을 대상으로 4주 동안 페이스북 상에서 프로젝트 과제를 수행하기 위한 협력학습을 진행하였다. 학습활동을 마친 후 학생들은 학습실재감에 대한 설문에 응답하였고, 지필평가와 과제평가를 합산하여 학습성과를 산출하여 단계선택 다중회귀분석을 통해 데이터를 분석하였다. 또한 포커스 그룹인터뷰를 통하여 학습자들이 페이스북기반 협력학습에서 느낀 학습실재감과, 실재감이 학습성과에 어떠한 도움이 되었는지 심층적으로 분석하고자 하였다. 연구결과, 인지실재감은 학습성과를 유의미하게 예측하는 것으로 나타났지만, 사회실재감과 감성실재감의 학습성과에 대한 예측은 통계적으로 유의하지 않았다. 이러한 결과를 토대로, 본 연구는 페이스북에서 학습자가 인식하는 학습실재감과 교육적 잠재력에 대하여 논의하였다.

Despite the potential implications of Facebook use, there is a distinct lack of empirically derived theory for designing learning environment. This may be because Facebook is a social tool and there has been limited opportunity for exploratory research regarding Facebook based learning. Therefore, the purpose of this study is to investigate learning presence factors affecting learning outcomes in Facebook-based collaborative learning. Forty two college students participated in the Facebook-based collaborative learning activity, and the data from thirty nine were used for step-wise multiple regression analysis. In addition focus group interview was conducted to examine learning presence of Facebook-based collaborative learning. The results reported that cognitive presence predicted significantly learning outcomes, however, social and emotional presence did not predict learning outcomes. The implication of this study and future research were discussed in this research.

이 연구는 평생학습에서 학습자들의 학습스타일이 학업성과에 미치는 과정에서 학습몰입이나 마 음가짐의 매개효과와 조절효과는 어떠한가를 알아보고자 한 것이다. 평생학습기관에서 온라인으로 참여하는 296명을 대상으로 하였다. 이 연구결과에 대한 논의를 바탕으로 다음과 같이 결론을 도출 하였다. 첫째, 학습스타일과 학습몰입, 마음가짐, 학업성과에 모두 정적 상관이 나타난다는 것은 학 습스타일에 따라 학습몰입이나 마음가짐이 다를 수 있으며, 이는 학업성과와 관련이 있다. 이러한 결과는 이 연구의 모형이 적합한 관련성을 맺고 있다는 것을 의미한다. 둘째, 학습몰입이 학습스타 일에서 학업성과에 영향을 주는 매개효과를 가진다는 것이 검증되었다. 구체적으로는 학습몰입의 매개효과는 학습스타일이 학업성과를 설명함에 있어 38.5%의 영향을 주고 있다는 것이다. 셋째, 마 음가짐은 학습스타일과 학업성과 변인 간의 조절효과가 나타나지 않았다. 구체적으로 마음가짐은 학습스타일이 학업성과에 조건부 직접효과를 통해 조절효과에서 통계적으로 강화기능을 하고 있는 것으로 나타났다. 넷째, 마음가짐은 학습스타일이 학습몰입에 주는 과정에서 조절된 매개기능으로 작용하지 않았다.

The purpose of this study is to investigate the mediating and moderating effects of learning immersion and mindset in the process of learners' learning styles on academic performance in lifelong learning. The subjects were 296 people who participated online in lifelong learning institutions. Based on the discussion of the results of this study, the following conclusions were drawn. First, that there is a positive correlation between learning style, learning immersion, attitude, and academic performance may differ depending on learning style, and this is related to academic performance. These results indicate that the model of this study has a suitable relationship. Second, it was verified that learning immersion has a mediating effect that affects academic performance in learning style. Specifically, the mediating effect of learning immersion was that learning style had a 38.5% effect on the explanation of academic performance. Third, there was no moderating effect between learning style and academic performance variables in attitude. Specifically, it was found that the learning style had a statistically reinforcing function in the moderating effect through a conditional direct effect on academic performance. Fourth, attitude did not act as a mediating function regulated in the process of learning style giving learning immersion.

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.