Earticle

본 연구는 온라인 수업에 참여한 간호대학생의 주간과다졸림에 영향을 미치는 요인을 파악하여 주간과 다졸림의 예방과 개선을 위한 근거자료를 마련하고자 수행되었다. 연구대상자는 간호대학생 170명으로 자료수집기간은 2021년 11월 1일부터 12월 10일까지였다. 수집된 자료는 SPSS 25.0 프로그램으로 분석하 였다. 연구결과, 간호대학생의 주간과다졸림 평균 점수는 7.91점이었고 유병률은 27.6%였다. 연구대상자 의 일반적 특성에 따른 주간과다졸림 유무를 확인한 결과 4학년이 2학년에 비해 주간과다졸림 비율이 더 높았다(χ2=14.43, ρ<.001). 수면의 질 평균 점수는 주간과다졸림이 없는 군이 주간과다졸림군에 비해 통계적으로 유의하게 높았고(t=3.26, p=.001), 학업스트레스 평균 점수는 주간과다졸림군이 통계적 으로 유의하게 높았다(t=-3.46, p=.001). 간호대학생의 주간과다졸림에 영향을 미치는 요인은 학년, 수면 의 질, 학업스트레스가 있었고, 각 각의 오즈비는 5.64(95% CI: 2.37-13.42), 0.97(95% CI: 0.95-0.99), 1.05(95% CI: 1.01-1.09)이었다. 따라서 온라인 수업에 참여한 간호대학생의 주간과다졸림을 예방하기 위해 적절한 수면 교육과 스트레스 관리를 위한 중재 프로그램 개발이 필요하다.

This study aimed to identify factors influencing excessive daytime sleepiness (EDS) among nursing students and to provide foundational data for its prevention and management. A total of 170 nursing students participated in the study, which was conducted from November 1 to December 10, 2021. Data were analyzed using SPSS 25.0. Results indicated that the average EDS score was 7.91, with a prevalence rate of 27.6%. The analysis revealed that EDS was more prevalent among fourth-year students compared to second-year students (χ²=14.43, p<.001). Furthermore, the sleep quality score was significantly higher in students without EDS than in those with EDS (t=3.26, p=.001), and academic stress was significantly higher in the EDS group (t=-3.46, p=.001). Key factors affecting EDS included academic year, sleep quality, and academic stress, with odds ratios of 5.64 (95% CI: 2.37-13.42), 0.97 (95% CI: 0.95-0.99), and 1.05 (95% CI 1.01-1.09), respectively. To mitigate EDS among nursing students engaged in online classes, targeted sleep education and stress management interventions should be developed.

The purpose of this study was to find out the relationships among learning styles, strategies, awareness of learning of Korean college students as they took an online class during the pandemic. In order to achieve the purpose, specific questions were established: 1) what types of learning style do Korean college students have? 2) what kinds of learning strategy do they use in online classes? and 3) how do their learning styles, strategies, and awareness of learning correlate with each other? Twenty-two college students responded to the questionnaires; the O’Brien (1989)’s Learning Styles Questionnaire, the Oxford (1990)’s Strategy Inventory of Language Learning, and the Rovai (2002)’s Classroom Community Scale. The Pearson correlation efficient was used for the relationships among the three variables. The results of data analysis showed that the least preferred learning style was the auditory style, and more than half of the students indicated that they would learn best as they were involved in some kinds of physical movement. Also, they used the meta-cognitive strategy the most, and the affective strategy the least. Finally, kinesthetic learners were likely to have a statistically significant correlation with the sub-construct, ‘Mutual dependence and cooperation.’ Based on the results, suggestions and implications for the classroom are presented.

본 연구의 목적은 대학 온라인 학습자들의 학습몰입, 온라인 학습의 효과성, 그리고 학습소진간의 관계를 조사 하는데 있다. 총 149명의 대학생이 연구에 참여하였고 학습몰입, 학습소진, 그리고 배경질문을 포함한 설문 작성을 완료하였다. 연구의 결과로 학습몰입이 높은 참가자들은 학습소진이 낮았다. 또한, 지각된 온라인 학습의 효과가 인지 적 학습몰입과 학습소진의 관계에서는 부분적으로 매개했지만 정의적 학습몰입과 학습소진의 관계에서는 매개효과를 나타내지 않았다. 인지적 학습몰입이 높은 학습자들은 온라인 학습을 보다 효과적이라고 지각했기 때문에, 학습소진을 낮추기 위해서 학습자의 인지적 학습몰입을 높일 수 있는 방법을 찾는 것이 필요하다. 본 연구의 시사점으로, 대학차원 에서 학생들에게 행정적 지원과 적절한 온라인 학습 환경을 제공하려는 노력이 뒷받침되어야 하겠다.

This study aims to investigate the relationship among the learning flow, perceived effectiveness of online learning and learning burnout in college online classes. A total of 149 college students participated in the study and completed the survey including learning flow, learning burnout and demographic information. The results showed that participants with higher learning flow showed less learning burnout. In addition, the perceived effectiveness of online learning partially mediated the relationship between cognitive learning flow and learning burnout, but did not mediate the relationship between defined learning flow and learning burnout. Since learners with higher cognitive learning flow perceived online learning as more effective, it is necessary to find out how to build learners’ cognitive learning flow to decrease learning burnout. The results imply that universities should provide students with administrative support and an appropriate online learning environment.

Due to the COVID-19 pandemic situation, online education has emerged as an important research field to match its growing necessity. In this vein, this research explores one of the challenges facing online teaching of the Arabic language to Korean students at the university level based on the practical experience of online teaching in the academic year of 2020 while focusing on the role of students. The main goal of this research is to give some answers to its main question, which is: How is it possible to activate the role of students in the online classes of the Arabic language? The study suggests some online activities through which the role of students in online classes can be activated. An online survey questionnaire was provided to test the influence of some of those activities and to explore the students’ feedback. Additionally, interviews were conducted with some students to gain further understanding of their opinions about those activities. The results of the study showed positive feedback from the students towards those activities and provided some advantages of using those online activities for adding enjoyment to the students’ assignments. It is also recommended that teachers include more innovative online activities which match their students’ needs.

To measure the amount, type of anxiety, and gender differences in foreign language classes through online and face-to-face studies, 80 Omani EFL learners were randomly selected to participate in the current research. The adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was distributed among the face-to-face participants, and Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) among the online students. To ensure the practicality of the aforementioned questionnaires, the reliability of both tests was measured in depth. Whereas the students who participated in face-to-face classes stated some low degree of anxiety, the degree was insignificant compared to their online counterparts. In the case of gender, during the online classes, students did not show any difference based on the anxiety; however, through face-to-face learning, the female students experienced a low amount of anxiety.

초등 e-러닝 동영상 수업에서 교육적 효과성을 비교 분석 하고자 한다. 교육용 동영상의 활용빈도가 높은 초등학교 현장에서 동영상 자료에 대한 학습판단은 중요하지만 판단을 하기에는 어려운 실정이다. 이러한 현장의 문제점을 해결해 보고자, 초등학교 5학년 사회과 수업을 대상으로, 실험집단에는 온라인 학습판단 시스템을 이용하여 동영상 학습을 하였고 비교 집단에는 전통적인 방법으로 동영상 학습을 진행 하였다. 실험 결과, 온라인 학습판단시스템을 활용한 수업은 학습자의 학업 성취도를 신장시키는데 효과적이었다. 또한 학습자의 학습 만족도에도 긍정적 영향을 주었다. 교수자의 수업 만족도는 교수자들의 수가 적어 유의미한 통계 분석 결과가 도출되지 않았으나 평균값은 실험집단의 교수자의 수업 만족도가 높으며, 편차는 실험집단의 교수자 결과가 작은 것을 확인 할 수 있었다.

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

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 연구목적은 일반고 학생들의 자기주도 학습, 온라인 수업 환경, 그리고 학습만족도 간의 구조관계를 탐색하는 것이다. 연구 대상은 세종 B고교 3학년의 219명이며, 상관관계와 구조방정식 모형을 분석했다. 연구결과는 다음과 같 다, 첫째, 자기주도 학습과 온라인 수업 환경 및 학습만족도 간에는 중간 이상의 상관관계를 있었다. 둘째로, 측정변인들 간의 구조모형의 적합도 지수도 양호했다. 자기주도 학습은 온라인 수업 환경에 영향을 주고, 온라인 수업환경은 학습만 족도에 정적으로 영향을 주지만, 자기주도 학습은 학습만족도에 유의한 영향력은 없었다. 본 연구의 시사점은 학습자의 온라인 수업만족도는 학생의 자기주도 학습능력이 교사의 훌륭한 수업환경의 조성이 이루어질 때 시너지 효과를 얻음을 알 수 있다. 추후 온라인 학습만족도에 대하여 다양한 학습자의 개인, 가정 및 학교요소를 종합적으로 투입하는 분석할 것을 제안했다.

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators’ excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

본 연구는 간호대학생의 온라인 수업에서의 디지털 리터러시가 학습실재감, 학습만족도에 미치는 영향관 계를 규명하는데 목적이 있다. J도 내에 있는 3개 대학의 간호학과 학생 117명을 대상으로 설문조사를 실시하였으 며, SPSS 23.0, SmartPLS4.0을 이용하여 분석을 시행하였다. 분석결과, 첫째 디지털 리터러시가 학습실재감에 정 (+)의 영향을 미치는 것으로 나타났다(β=0.749, t=18.575). 둘째, 디지털 리터러시가 학습만족도에 정(+)의 영향을 미치지 않는 것으로 나타났다(β=0.081, t=0.533). 셋째, 학습실재감이 학습만족도에 정(+)의 영향을 미치는 것으로 나타났다(β=0.520, t=3.678). 온라인 수업에서 학습자의 디지털 리터러시 능력이 학습 실재감을 통해서만 학습만족 도에 영향을 미치는 것으로 나타났다. 따라서 온라인 수업 내 학습만족도를 위해 교수자는 학생의 디지털 리터러 시 능력을 고려한 학습 실재감을 최대한 이끌어낼 수 있도록 학습자들이 교수자 또는 동료학습자들과의 상호작용 기회를 제공할 수 있는 교수법을 마련해야 한다.

This study aims to investigate the influence relationship between digital literacy in online classes of nursing students on learning reality and learning satisfaction. A survey was conducted on 117 nursing students from three universities in J province, and an analysis was performed using SPSS 23.0 and SmartPLS 4.0. As a result of the research, it was found that digital literacy had a positive (+) effect on learning presence (β=0.749, t=18.575). Second, it was found that digital literacy did not have a positive (+) effect on learning satisfaction (β=0.081, t=0.533). Third, it was found that learning presence had a positive (+) effect on learning satisfaction (β=0.520, t=3.678). It was found that learners' digital literacy ability in online classes affects learning satisfaction only through a sense of learning presence. Therefore, for the learning satisfaction of in online classes, professor should prepare teaching methods that can provide learners with opportunities to interact with instructors or fellow learners to derive the maximum sense of learning, considering students' digital literacy skills.

최근 환경적인 요인에 따라 대면 수업을 비대면 수업으로 많이 전환하 고 있고, 실시간 온라인 수업이 활발히 진행되고 있다. 본 연구는 실시간 온라인 수업으로 사회통합프로그램 한국어 강의를 수강하는 학습자를 대상으로 매체 효능감, 실재감, 수업 만족도를 알아보았다. 먼저 한국어 숙달도에 따라 매체 효능감, 실재감이 다르게 나타나는지 살펴본 후, 매 체 효능감, 실재감이 수업 만족도에 영향을 주는지 분석하였다. 그 결과, 숙달도에 따라 매체 효능감, 실재감이 통계적으로 유의미하게 나타나 지 않았다. 실재감은 수업 만족도에 유의미하게 영향을 끼쳤는데 매체 효능감은 수업 만족도와 상관관계를 보이지 않았다. 이를 통해 숙달도 는 매체 효능감, 실재감에 유의미한 영향을 끼치지 않는다는 것을 확인 했고, 실재감이 높을수록 수업 만족도가 높아진다는 점을 확인할 수 있 었다. 즉 실시간 온라인 사회통합프로그램 한국어 수업에서 실재감이 수업 만족도에 영향을 끼치는 요소라는 것을 알 수 있었다.

Recently, many in-person classes have converted to virtual classes, and real-time online classes have gained popularity due to circumstantial factors. This study examines the media efficacy, feeling of presence, and satisfaction of learning experienced by students who take Korean classes as part of the KIIP program in the real-time online format. First, this study examines whether the media efficacy and feeling of presence vary depending on the level of fluency in Korean and analyzes whether media efficacy and feeling of presence affect the satisfaction of learning. The result is that fluency does not have a statistically significant effect on media efficacy and feeling of presence. Although feeling of presence significantly affects satisfaction of learning, the latter does not exhibit a relationship with media efficacy. This shows that fluency does not have a significant effect on media efficacy and feeling of presence and that the higher the feeling of presence, the higher the satisfaction of learning. In other words, this study shows that in real-time online Korean classes—a part of the KIIP program—a feeling of presence affects the satisfaction of learning.(Yonsei University)

This study aimed to analyze the problems in teaching method occurring due to the postponed classes in universities by covid-19 and the importance of influential factor and satisfaction of non-face-to-face online classes to stop the spread of covid-19. However, despite the continuously increasing demand for a change to online courses, there are not many studies regarding this matter. This study analyzed the importance of influential factors and satisfaction of professors and students in the process of changing the original face-to-face courses to online. In the selection criteria importance regarding studying effect influential factor in university online lecture type classes, out of the four factors of the first class (Knowledge Factor, Attitude Factor, Interactive Factor, Contents Factor), interactive factor was seen as most important. Out of the twelve factors of the second class (Relativity, Professionalism, Clarity, Comprehension, Concentration Level, Lecture Preparation, Assignment & Feedback, Q&A, Fellowship, Contents Quality, Server Stability, Simplicity), Contents Quality was seen as the most important factor; on the other hand, Lecture Preparation was seen as the most less important factor.

코로나바이러스감염증-19로 인해 교육관련 디지털 콘텐츠에 대한 관심이 증가하고 있으며 학습자의 자기주도 학습능력의 중요성이 커지고 있다. 본 연구는 COVID-19로 인해 비대면 수업을 경험한 간호대학생의 자기주도 학습능 력에 영향을 미치는 요인을 파악하기 위해 수행되었다. 연구대상자는 COVID-19로 인해 한 학기 이상 비대면 수업을 경험한 간호대학생 115명이며, 2020년 11월 18일부터 12월 1일까지 온라인설문을 통해 자료를 수집하였다. 대상자의 자기주도 학습능력에 통계적으로 유의한 영향을 미치는 요인은 감성지능의 하부요인 ‘감성활용’ (β=.42, p <.001), 회복 탄력성의 하부요인 ‘통제성’ (β=.28, p =.001) 및 비판적 사고성향의 하부요인 ‘객관성’ (β=.27, p <.001)이었고, 설명력은 62.0%이었다. 간호대학생의 감성지능 향상을 위한 연구와 중재가 지속적으로 필요하며 교육 컨텐츠 제작시에도 이를 고려하기를 제언한다.

This study was conducted to identify the factors affecting the SDLA of nursing students who experienced online-class due to COVID-19. The subjects of this study were 115 nursing students who had experienced online-class due to COVID-19 for more than one semester at a university. Data were collected through online surveys from November 18 to December 1, 2020. Factors that have a statistically significant influenced on SDLA in nursing students were ‘use of emotion’ in emotional intelligence (β=.42, p <.001), ‘control’ in resilience (β=.28, p =.001), and ‘objectivity’ in critical thinking disposition (β=.27, p <.001), which accounted for 62.0% of the total variance. Research and intervention to improve the emotional intelligence of nursing students were constantly needed, and it is suggested that this be considered when producing educational contents.

본 연구는 온라인 과학수업에서 예비교사의 학습몰 입에 영향을 미치는 요인 연구이다. 온라인 과학수업 에 대해 초등예비교사 88명의 반응에 대해 조사한 결 과를 해석하였다. 온라인 과학수업에서 독립변인은 용 이성, 유용성, 사회적 실재감으로 설정하고 종속변인 은 학습몰입으로 설정하였다. 온라인 과학수업은 대학 교의 LMS 시스템을 기반으로 수업이 진행되었다. 용 이성, 유용성, 사회적 실재감에 대하여 예비교사들의 사전-사후 반응에서 t검정, 요인들간에는 상관관계, 다 중공선성 검정을 위해 회귀분석으로 연구의 결과를 해 석하였다. 본 연구의 결과는 다음과 같다. 첫째, 온라 인 과학수업에서 요인들의 전-후 검사에서 유의미한 효과가 있었다. 둘째, 온라인 과학수업에서 요인간의 상관계수는 유의수준 .01에서 공동체감과 상호지원 및 집중에서 .306이고, 학습몰입과 개방적 커뮤니케이션 .354로 나타나 상관이 있는 것으로 해석된다. 셋째, 온 라인 과학수업에서 각 요인들의 사전-사후 검정에서 효과적인 결과를 보아 특별하게 어떤 요인이 영향을 미쳤다고는 해석할 수 없지만 용이성, 유용성, 사회적 실재감에서 학습몰입을 하게 되었다고 해석된다.

This study is a study of factors affecting pre-service teachers' learning immersion in online science classes. The results of a survey on the responses of 88 pre-primary teachers to online science classes were interpreted. In online science class, independent variables were set as ease, usefulness, and social presence, and dependent variables were set as learning immersion. Online science classes were conducted based on the university's LMS system. The results of the study were interpreted by regression analysis for t-test, correlation between factors, and multicollinearity test in pre-post-responses of pre-service teachers for ease, usefulness, and social presence. The results of this study are as follows. First, there was a significant effect in the before-and-after tests of factors in the online science class. Second, the correlation coefficient between factors in online science class is .306 for sense of community and mutual support and concentration at the significance level of .01, and .354 for learning immersion and open communication, indicating that there is a correlation. Third, considering the effective results of the pre-post test of each factor in the online science class, it cannot be interpreted that a particular factor had an effect, but it is interpreted that learning was immersed in ease, usefulness, and a sense of social presence.

[목적] 본 연구의 목적은 골프 수업에서 온라인 골프 게임을 적용에 따른 학습 효과를 분석하는 것이다. [방법] 결과 도출을 위해 83명의 학생들에게 온라인 게임 수행 방법을 설명하고, 각각 3회씩 라운딩 결과를 기록하도록 하였다. 학습 효과를 분석하기 위하여 수업 환경을 고려한 설문지를 사전, 사후 배포하여 자료를 수집하여 그 차이를 분석하 였다. [결과] 도출된 결과를 살펴보면 어려운 운동에서 재미있는 운동으로 인식의 변화가 나타났고, 골프 용어 및 경 기 운영에 대한 이해가 높아졌으며, 수행력 향상에도 도움이 된 것으로 분석되었다. [결론] 온라인 골프 게임은 학 습 효과 향상 도구로 활용 가치가 있는 바. 코로나-19 시대 비대면 교육 환경을 고려한 새로운 골프교육의 모델을 제시하고, 온라인 게임의 순기능을 확대하는 교육 프로그램 개발 시 시사점을 제공한다.

[Purpose] The purpose of this study was to analyze the effect of golf classes by online golf games. [Method] The subjects of this study were 83 golf classes participants. A questionnaire was used to collect data. For data analysis, frequency analysis, keyword analysis, and t-test were used. [Result] First, online golf games were effective in changing the perception of golf. Second, online golf games were found to improve understanding of golf games and improve performance. [Conclusion] Online golf games can be used as a tool to improve learning effects. Therefore, positive functions of golf games should be expanded as an educational program.

최근 전세계가 언택트 환경에 놓임에 따라 학생들의 프로그래밍 수업도 온라인으로 이루어지게 되었고, 온라 인 프로그래밍 수업을 성공으로 이끌 수 있는 영향요인들에 대한 관심이 커지고 있다. 이에 본 연구에서는 특성 화 고등학교 학생들을 대상으로 웹기반 시뮬레이션 툴을 활용하여 온라인 프로그래밍 수업을 진행하였다. 그리 고 온라인 프로그래밍 수업에서 학생들의 학습참여와 교수실재감에 영향을 주는 변인으로 자기조절능력과 학습 몰입을 상정하고 예측력을 분석하였다. 또한 학습참여, 교수실재감과 학습자의 자기조절능력 사이에서 학습몰입 의 매개효과를 분석하였다. 연구 결과 온라인 프로그래밍 수업에서 자기조절능력과 학습몰입이 학습참여와 교수 실재감을 예측하는 것으로 나타났고, 학습몰입은 자기조절능력과 학습참여, 교수실재감 사이에서 매개역할을 하 는 것으로 나타났다. 본 연구는 온라인 프로그래밍 수업에서 학습참여와 교수실재감을 높이기 위해 자기조절능 력과 학습몰입이 고려되어야 함을 제안하고, 이를 위한 실천적 시사점을 제공하였다는 데 의의가 있다.

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.

이 연구에서는 코로나19(COVID-19) 대유행 이후 전 세계 교육현장에서 활용되고 있는 비동기식 온라인 수업의 학습효과에 대해 분석하고자 한다. 이를 위해 2019년에 오프라인 대면으로 진행되고, 2020년에 코로나로 인해 비동기식 온라인으로 진행된 HTML5 웹프로그래밍 과목의 강의평가와 기말고사 문항을 비교 분석하였다. 분 석 결과, 두 수업방식 사이에 유의미한 차이가 도출되지는 않았지만, 전체 교과과정의 온라인 수업 적용에 대한 우 려와 달리, 동영상 기반 온라인 수업의 강의평가와 기말고사 점수가 높게 나타나 향후 온라인 수업의 구성과 관리가 잘 이루어질 경우 오프라인 수업보다 더 효과적일 수 있다는 가능성을 볼 수 있었다.

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.

본 연구는 코로나19(COVID-19)로 인한 온라인 전공 수업이 학업스트레스, 학습 만족도, 학습몰입에 미치 는 영향을 파악하고자 시행되었다. 자료 수집은 보건계열 전공자 129명으로 2020년 11월 15일부터 2020년 12월 22일까지 설문지를 통해 수집되었다. 자료의 분석은 기술통계, t-test, ANOVA, Pearson’s 상관관계 분석, 다중회 귀분석을 이용하였다. 연구 결과 학업스트레스는 학습만족도(r=.-78, p<.001), 학습몰입(r=.-70, p<.001) 간에 음의 상관관계를, 학습만족도는 학습몰입(r=.71, p <.001)과 양의 상관관계를 나타냈다. 또한 온라인 수업 시 과제 분량, 지난 학기에 이수한 온라인 실습 교과목의 수. 학업스트레스와 학습만족도는 학습몰입에 유의한 영향을 미치는 것 으로 나타났으며, 이들 변수의 전체 설명력은 61.0%로 나타났다. 따라서 온라인 수업에서 학습몰입을 높이기 위해 서는 학업스트레스를 낮추기 위한 전략과 다양한 교육 프로그램 개발이 필요하다.

This study investigates the relationships among academic stress, learning satisfaction, and learning flow of the health science college students who take online classes in college. The subjects were 129 students and the data were collected from November 15th, 2020 to December 22th, 2020 using a self-report structured questionnaire. The data analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation analysis, and multiple regression. As a result of this study, academic stress showed a negative correlation between learning satisfaction (r=.-78, p <.001) and learning flow (r=.-70, p <.001). And learning satisfaction showed a positive correlation between learning flow (r=.71, p <.001). In the results of multiple regression analysis, factors influencing the learning flow of students were amount of assignments in online classes, number of online practice courses completed in the last semester, academic stress, and learning satisfaction. All of these variables together explained 59.0%. Therefore, in order to increase learning flow in online classes, strategies to reduce academic stress and development of various educational programs are required.

Purpose: This study sought to identify the factors influencing learning motivation and demotivation in online dental technology students. Methods: A survey was conducted from October 1 to 30, 2021, on 188 dental technology students. The collected data were processed using the IBM SPSS IBM SPSS Statistics ver. 22.0 statistical program (IBM), and frequency, factor, and one-way ANOVA analyses were performed, for which the significance was set at 0.05. Results: It was found that the main online learning motivation factors were the usefulness of the learning content, interest, and confidence in the activities, the relationships with the teachers and friends, the feedback, and learning satisfaction. The factors that reduced the students’ online learning motivation were interaction difficulties, maladaptation to the selfdirected learning environment, the inadequate number of learning activities, and activity difficulty. Conclusion: Based on the identified online class motivation and demotivation factors, better systematic management and increased research are needed to improve the quality of non-face-to-face classes.