Earticle

이 연구의 목적은 문화예술교육사 수업 참여자의 참여 동기와 수업 몰입, 수업 만족, 지속 행동에 미치는 영향을 규명하는 데 있다. 연구 대상은 서울에 위치한 3개 대학교(S, J, K)의 문화예술교육사 과목을 수강하는 대학생들을 대상으로 설문 조사를 실시하여 총 347개를 실제 분석에 사용하였다. 자료처리로는 Windows for SPSS 18.0을 이용하여 빈도 분석(frequency analysis), 요인 분석(factor analysis), 신뢰성분석(reliability analysis), 상관관계 분석(correlation analysis), 다중 회귀 분석(multiple regression analysis)을 시행하였으며, 다음과 같은 결과를 도출 하였다. 첫째, 문화예술교육사 수업 참여자의 참여 동기에서 내적 동기, 외적 동기 요인이 수업 몰입, 수업 만족, 지속 행동에 영향을 미치는 것으로 나타났다. 둘째, 문화예술교육사 수업 참여자의 수업 몰입 요인이 수업 만족, 지속 행동에 영향을 미치는 것으로 나타났다. 셋째, 문화예술교육사 수업 참여자의 수업 만족은 지속 행동에 영향을 미치는 것으로 나타났다.

The purpose of this study was to analyze the effect of Arts & Culture Education Instructor class participants’s participation motivation on class flow, class satisfaction, continuous intention To achieve this purpose subject was selected by three university students(S, J, K) in Seoul. Total 360 surveys were distributed and 347 samples were finally used after eliminating 13 incomplete samples using quota sampling among non-probability sampling. The data was analyzed by frequency analysis, factor analysis, correlation analysis, and multiple regression analysis by using Windows for SPSS 18.0. The findings of this study were as follows. First, Arts & Culture Education Instructor class participants’s participation motivation(Internal Motivation, Extrinsic motivation) was found to have significant influence on class flow, class satisfaction continuous intention. Second, Arts & Culture Education Instructor class participants’s class flow was found to have significant influence on class satisfaction, continuous intention. Third, Arts & Culture Education Instructor class participants’s class satisfaction was found to have significant influence on continuous intention.

이 연구의 목적은 교양무용 참여 대학생의 수업만족, 신체이미지, 자아존중감, 지속의도 간의 영향관계를 분석 하는데 있다. 연구대상은 서울경기, 전북, 대구지역의 교양무용 참여 대학생들로서 최종 321명의 자료가 최종 분석에 활용되었다. 자료분석은 SPSS 23.0 프로그램과 AMOS 23.0 통계패키지를 활용하여 빈도분석, 탐색적 요인분석, 확인적 요인분석, 측정모델분석, 상관관계분석과 구조방정식모형분석을 실시하였다. 이 연구에서 얻 은 결과를 다음과 같이 제시하고자 한다. 첫째, 교양무용 참여 대학생의 수업만족은 신체이미지, 자아존중감, 지속의도에 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 교양무용 참여 대학생의 신체이미지는 자아존중감, 지속의도에 정(+)의 영향을 미치는 것으로 나타났다. 셋째, 교양무용 참여 대학생의 자아존중감은 지속의도에 정(+)의 영향을 미치는 것으로 나타났다. 넷째, 교양무용 참여 대학생의 수업만족과 자아존중감 간의 관계에서 신체이미지의 매개효과와 수업만족과 지속의도 간의 관계에서 신체이미지와 자아존중감의 매개효과, 신체이미 지와 지속의도 간의 관계에서 자아존중감의 매개효과가 있는 것으로 나타났다. 이 연구결과는 대학 교양무용 수업이 비전공자들의 무용활동에 대한 관심과 흥미를 유발시켜 지속적인 무용활동 참여를 유도하는 역할을 담 당해야 한다는데 중요한 의의가 있다.

The purpose of this study is to analyze the relationship between class satisfaction, body image, self-esteem and adherence intention of students participated liberal dance class. The subject was a population of 353 university students during the period of time May 18, 2018 to June 15, 2018. The data on 321 students were used for actual analyses and data were processed with SPSS 23.0 for Window and Amos 23.0 for correlation analysis, reliability analysis, confirmatory factor analysis, and structural equation model(SEM). The results of the analysis were as follows: First, class satisfaction had positive effects on body image, self-esteem and adherence intention. Second, body image had positive effects on self-esteem and adherence intention. Third, self-esteem had positive effects on adherence intention. Forth, body image played a mediating role in the relationship between class satisfaction and self-esteem, body image and self-esteem played a mediating role in the relationship between class satisfaction and adherence intention, and self-esteem played a mediating role in the relationship between body image and adherence intention. The results of this study are significant in liberal dance class should play a role of inducing interest and interest in dance activities of non –major.

본 연구의 목적은 원어민 원격화상 영어수업이 초등학생들의 수업만족도와 자기효능감에 미치는 영향을 학년별로 비교․분석하는 것이다. 이를 위해 자체 제작한 수업만족도 검사도구와 김강식(2003)의 자기효능감 검사도구를 수정하여 활용하였다. 수업만족도는 3학년이 가장 높은 것으로 나타났고, 6학년이 가장 낮게 나타났다. 자기효능감 분석 결과, 사전․사후 비교 결과는 전체적으로 사후 검사가 낮게 나타났는데, 3학년의 경우에는 사후 검사에서 높게 나타났다. 자기효능감 학년별 비교에서는 3학년이 가장 높았고, 6학년이 가장 낮은 것으로 드러났다. 이러한 연구 결과는 원격화상시스템과 원어민을 새롭게 접하는 3학년 학습자들의 관심과 흥미가 학년이 올라갈수록 점점 떨어지는 것으로 분석되었다.

The study aims at analyzing and comparing the effect of video teleconferencing English class with native speakers on class satisfaction and self-efficacy of elementary school students according to grades. Revised Kim's self efficacy and researcher's class satisfaction measuring tools were used for this. Grade 3 got the highest score and grade 6 had the lowest one in class satisfaction. In post-testing on self efficacy, average score was lower than in pre-testing except grade 3. Grade 3 got the highest score and grade 6 had the lowest one in self efficacy. I conclude that as students' grade goes up, their interests decrease in teleconferencing class and native speaker teachers.

The purpose of this study was to empirically examine the effect pre-physical education class emotion on elementary school students of class satisfaction. In order to achieve this purpose, 346 subjects were selected by the stratified cluster random sampling method among elementary student. The survey questionnaires were 1) the pre-physical education class emotion developed by Yoo & Kim(2002) 2) the questionnaire for class satisfaction used by Kim(2007), Ryu & Pyo(2006). The statistical methods utilized in the study for analyzing the collected data were reliability analysis, descriptive statistics, one-way ANOVA and standard multiple regression analysis from the results of this study, the following conclusions were drawn: First, pre-physical education class emotion and class satisfaction of elementary student differ statistically and significantly according to socio-demographic variable. Second, pre-physical education class negative emotion influence class satisfaction of elementary student. Third, pre-physical education class positive emotion influence class satisfaction of elementary student.

이 연구는 초등학교 체육수업에서 스마트러닝 적용이 재미요인, 수업만족도에 미치는 영향을 분석하여 정보화 시대에 걸맞는 체육수업의 한 방법으로 스마트러닝의 가능성을 확인하고자 실시하였다. 이를 위해 대구 소재 S초등학교 4학년 75명의 학생을 대상으로 총 20차시의 실험 수업을 진행하였다. 스마트러닝 적용에 따른 재미요인, 수업만족도 조사 도구로는 이기봉, 김현우, 오광수, 김충곤(2013)이 개발한 것을 권순직, 정구인(2014)이 수정
보완한 것과 박중길, 최성순, 문창일, 문익수(2006)가 개발한 재미요인 설문지, 김정주, 정구인(2007)이 사용한 수업만족도 설문지를 각각 본 연구에 맞게 수정
보완하여 사용하였다. 자료처리는 SPSS 18.0 프로그램을 이용하여 대응표본 t검증을 거쳐 다음과 같은 결과를 얻었다. 첫째, 스마트러닝 적용은 학생들의 체육수업 재미요인 전반에 향상을 가져왔다. 둘째, 성별에 따라 체육수업의 재미요인에 미치는 영향에서 요인별로 차이를 보였다. 셋째, 학생들의 수업만족도 향상을 가져왔다. 넷째, 성별에 따라 수업만족을 느끼는 하위 요인에서 차이를 보였다.

The purpose of this study was to investigate influences of applying Smart Learning to Fun elements and class satisfaction in physical education class in elementary school. To this end, The study ran 20 P􍾳E classes and The subjects of this study were 75 fourth graders made a random sample in S Elementary school in Daegu province. Data were collected through the questionnaire based on Gwon & Jung (2014)’s Fun elements questionnaire created by Lee, et al., (2013) and Kim & Jung (2007)’s class satisfaction in P􎊊E class questionnaire. The material of this study has been handled by SPSS 18.0 program. And the conclusion has deduced by matching sample t-test. The results are as below: Firstly, Smart learning has resulted the improvement of P􎊊E class’s Fun elements generally. Secondly, depending on his gender, we could see the difference of each Fun elements. Thirdly, improvement of student; class satisfaction in physical education class. Forth, depending on his gender, we could see the difference of class satisfaction subfactor’s.

본 연구에서는 실용무용전공 대학생의 개인적 특성에 따른 수업만족이 무용몰입에 어떠한 영향을 미치는가를 규 명하기 위하여 서울과 경기도에 위치한 대학교의 실용무용전공 대학생을 대상으로 참여자 201명을 표집하여 개 인적 특성(성별, 연령, 학년, 무용경력, 전공, 자각 강도, 참여목적), 수업만족(교육적 만족, 환경적 만족, 신체·심리 적 만족, 사회적 만족), 무용몰입(자기 목적적 경험, 최면과 유사상태, 활동과 인식통합)의 변인에 대하여 설문조 사를 실시한 후 SPSS 20.0 을 활용하여 분석하였다. 자료들을 분석한 결과 다음과 같은 결론을 도출하였다. 첫째, 실용무용전공 대학생의 개인적 특성(성별, 연령, 학년, 전공, 자각 강도, 참여목적)이 수업만족에 유의한 차이가 나 타났다. 둘째, 실용무용전공 대학생의 개인적 특성(성별, 연령, 자각 강도, 참여목적)이 무용몰입에 유의한 영향을 미친다. 셋째, 실용무용전공 대학생의 수업만족은 무용몰입에 유의한 영향을 미친다. 그러므로 이러한 자료를 토 대로, 실용무용 수업을 활성화 할 수 있는 전문적인 교과과정의 정립과 실용무용수업의 다양성을 높여 깊이 있는 수업이 될 수 있도록 활용해야 할 것이다.

The study is to verify the effect of class satisfaction on dance flow according to Personal Characteristics of practical dance major students. 201 students of the universities in Seoul and Gyeonggi were sampled, questioned about personal characteristics, class satisfaction and dance flow and analyzed by SPSS 20.0. The results are as follows. First, personal characteristics have a significant effect on class satisfaction. Second, personal characteristics have a significant effect on dance flow. Third, class satisfaction has a significant effect on dance flow. Therefore, it is necessary to establish a professional curriculum that can activate pracrical dance class and to enhance diversity of practical dance class so that it becomes a deep class.

To achieve the goal of this research, we set the 960 students in 5th or 6th grade in the 5 elementary sc hools which have exclusive Physical Education teacher as the object among the whole elementary schools in the S town, C province. I used the T-test, one way ANOVA and Pearson’s correlation coefficient to analyz e the material and conclusions are as in the following. First, at the point of the instruction types depend on the students’ variables, there was significant diff erences in training and instruction behavior and autocratic behavior according to the sex of the students, an d the male students scored higher. According to the grade, all sub-factors except autocratic behavior showe d significant differences and the 6th grade students scored higher than the 5th grade students. According to the physical strength, highest ranked students in physical strength scored higher than physically weak studen ts in all sub-factors except the autocratic behavior. Second, at the point of the class satisfaction depend on the student variables, female students are satisfi ed more with the class than male students. And according to the grade, class satisfaction showed significant difference between 5th grade and 6th grade in instruction behavior satisfaction and physical behavior satisfa ction. Third, at the point of the relation between instruction style and class satisfaction, satisfaction of instructi onal behavior, physical educational environment, and physical ability showed positive relation with training a nd disciplinary behavior, democratic behavior, social behavior and positive reward behavior.

본 연구는 무용전공 중국 유학생의 교수·학생 상호작용이 수업 만족과 진로 탐색 행동에 미치는 영향을 분석하는 데 목적이 있다. 전국 대학 무용학과에 재학 중인 무용 전공 중국 유학생 312명을 대상으로 설문을 실시하였으며, 310부의 유효표본을 SPSS 26.0과 Amos 24.0으로 분석하였다. 분석 결과, 첫째, 학위 과정과 한국어 능력이 높은 학생일수 록 교수·학생 상호작용과 진로 탐색 행동이 활발하였다. 둘째, 교수·학생 상호작용은 수업 만족에 긍정적인 영향을 미쳤다. 셋째, 교수·학생 상호작용은 진로 탐색 행동을 촉진하는 것으로 확인되었다. 넷째, 수업 만족은 진로 탐색 행동을 활성화하는 중요한 요인으로 나타났다. 본 연구는 무용 전공 중국 유학생 대상 교육과정 개선과 진로 지원 전략 마련에 실질적 시사점을 제공한다.

This study aimed to examine the effects of professor student interaction on class satisfaction and career exploration behavior among Chinese international students majoring in dance in Korean universities. A survey was conducted with 312 Chinese dance students enrolled in university dance programs across Korea, and 310 valid responses were analyzed using SPSS 26.0 and Amos 24.0. The results indicated that students with higher academic levels and advanced Korean language proficiency demonstrated more active professor student interaction and career exploration behavior. Furthermore, professor student interaction had a positive effect on class satisfaction and significantly promoted career exploration behavior. Class satisfaction also played an important role in enhancing students’ engagement in career exploration. These findings provide practical implications for improving curricula and designing targeted career support strategies for Chinese dance students studying in Korea, highlighting the importance of fostering effective professor student interactions to support academic engagement and future career development.

본 연구의 목적은 초등학교 체육수업에서 웹을 통한 피드백 제시와 학생들의 수업 만족도와의 관계를 알아봄으로써 효과적인 체육수업을 위한 정보와 근거자료를 제공하는데 있었다. 연구의 목적을 달성하기 위해, 2010년 3월에서 7월까지 대구광역시 소재 D초등학교 5, 6학년 학생들을(126명) 실험집단과 통제집단으로 나누어 주 2회씩 체육수업을 실시하였다. 실험 집단은 인터넷 카페, 사진이나 동영상 피드백 자료 등을 활용한 수업을 하였고, 통제 집단은 일반적인 수업을 하였다. 웹을 이용해 피드백을 제시한 수업을 실시한 결과 첫째, 웹 기반 체육수업을 받은 실험집단이 통제집단 보다 체육 수업의 운영방식에 만족도가 높은 것으로 나타났다. 둘째, 웹 기반 체육수업을 받은 실험집단이 통제집단 보다 체육수업에서의 인간관계에 더 만족하는 것으로 나타났다. 셋째, 웹 기반 체육수업을 받은 실험집단과 일반 체육수업을 받은 통제집단 간에는 통계적으로 유의한 차이가 나타나지 않았지만, 실험집단이 통제집단 보다 수업 내용에 대한 만족도가 향상된 것으로 나타났다. 이와 같은 결과에 비추어 볼 때 웹을 통한 피드백의 제시는 학생들의 수업에 대한 만족도를 높이는 효과적인 방법이 될 수 있을 것이라고 생각된다.

The purpose of this study was not only to verify the relationship between web-based physical education and class satisfaction of elementary school students but also to propose an effective teaching method for teachers. To achieve the purpose, 5th, 6th graders of D elementary school students in Daegu were selected as subjects. They were divided into experimental, controlled group and took P.E classes twice a week from 2010 March to July. Experimental group got web-based P.E classes using internet cafe, photo, video as a feedback material, but controlled group got normal ones. The results are as follows. First, the experimental group participated in the web-based P․E classes showed higher satisfaction in class operation than the controlled group got a normal ones. Second, the experimental group participated in the web-based P․E classes showed higher satisfaction in human relations than the controlled group got a normal ones. Third, there were no significant differences between the experimental group and controlled group. But experimental group participated in the web-based P․E classes showed higher satisfaction in content of class than the controlled group got a normal ones. Therefore, the web-based P․E class can be a effective way to enhance the satisfaction level of students in P․E class.

The purpose of this study was to provide empirical data for sustained exercise participation by clarifying the relationship between the intrinsic motivation, class satisfaction and exercise adherence intention on children with developmental coordination disorder who participated in physical education classes in elementary school. 87 students who had difficulty in physical education classes and physical activities among male students in first and third grades in J City, Jeollabuk-do were recommended, and then 16 subjects were finally selected as study subjects by the Movement-ABC (Assessment Battery for Children) test. Questionnaire was used as a research tool. The questionnaire consisted of intrinsic motivation, class satisfaction and exercise adherence intention. The sub-variables of the intrinsic motivation consisted of interest and enjoyment(5 items), effort and importance(4 items), and perceived competence(5 items). The sub-variables of the class satisfaction consisted of class management satisfaction(5 items), teacher satisfaction(5 items), and class effectiveness satisfaction (3 items). Moreover, the sub- variables of the exercise adherence intention consisted of exercise adherence will and exercise adherence possibility. The following results were obtained by performing frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis and structural equation model:First, the intrinsic motivation affected satisfaction with physical education classes of children with developmental coordination disorder. Second, the intrinsic motivation affected exercise adherence intention of children with developmental coordination disorder. Third, the class satisfaction affected exercise adherence intention of children with developmental coordination disorder. This study provided baseline data on the intrinsic motivation and exercise adherence intention that enabled children with developmental coordination disorder to actively participate in physical education classes. Furthermore, it provided understanding of them and baseline data on physical education theory.

본 연구는 교원에 대한 학생 평가가 수업 만족도와 학업성취도 향상이라는 교육성과에 미치는 영향력을 검증하여, 교사에 대한 학생평가의 의미를 도출하는 데 목적이 있다. 이에 대한 문제의식은 현재 시행되고 있는 교원능력개발평가 중 학생 평가의 유용성 및 타당성에 대한 논란에서 시작되었다. 학생 평가가 불필요하며, 그 결과가 유용하지도 않다는 교원 집단의 반대에도 불구하고, 교원에 대한 학생 평가는 검증 과정 없이 지속되고 있다. 현장 수용도가 낮고, 교원이 신뢰하지 않는 평가는 행정력의 낭비일 뿐 실질적인 효과를 거두기 어렵다. 따라서 본 연구는 교원능력개발평가의 궁극적인 목표 중 하나인 수업 만족도와 학업성취도 향상에 대한 영향력을 분석하여, 학생평가가 갖는 의미를 탐색하였다. 연구 결과 교사에 대한 학생 평가는 학생의 수업 만족도와 학업성취도에 정적 영향력을 미치는 것으로 나타났다. 이와 같은 연구 결과는 향후 교원능력개발평가의 평가 주체, 평가 내용, 평가 활용 등과 관련하여 개선안을 도출하는 데 시사점을 제공해준다.

The purpose of the study is to explore the effects of the teacher evaluation by students on class satisfaction and achievement that are regarded as school outcomes. The research begins with the questions about the right person to evaluate teachers. New teacher evaluation system is introduced with little agreements on participants, contents, and usages of the new system, which results in conflicts and confusions on a school site. In spite of animosity from teachers, the policy with new system is implemented and continued with no effectiveness in terms of professional development. If new system has no effects on teacher's development, does it help to improve educational outcomes? If so, it might be meaningful in a way. The research begins with these assumptions. The research results shows that new teacher evaluation by students in effect improves students outcomes. In other words, teacher evaluation results by students positively affect students' class satisfaction and achievement. The results implies that the teachers and policy makers need to discuss modification of the teacher evaluation to improve effectiveness of the system.

The purpose of this study was to investigate the influence of middle school physical education teacher instruction type on class satisfaction of students. The middle school students in K Province were targeted, and 972 male and female students participated in the study. And the results were as follows. First, As a result of the investigation of the differences among instruction type by the general feature of students, it appeared that there were differences among teachers’ instruction type, recognized by student. To put it concretely, in terms of sex of students, male students showed higher values in types of democratic behavior, positive compensation and teaching/instruction, and in terms of school year, there was significant difference only in type of instruction. In terms of class satisfaction, male students showed higher values compared with female students in the teachers’ behavior, gym environment, and athletic ability satisfaction. In terms of class satisfaction by school year, there was no statistically significant difference. Secondly, it appeared gym teacher’s class teaching type significantly affected all sub-factors of class satisfaction.

이 연구는 초등학교 무용 예술강사의 교수지시형, 긍정적보상형에 따라 학생들의 수업만족도에 대한 수업몰입 및 지각된 유능감의 매개 효과를 분석하고자 하였다. 초등학교 표현수업에서의 무용 예술강사 역할은 수업만족도에 영 향을 미칠 것이라는 판단에 수업몰입과 지각된 유능감의 이중 매개 효과를 통해 분석하고자 하였다. 이 연구는 B광역시 S교육청 소재 초등학생들을 모집단으로 선정하였다. 연구 설계에 준하여 비확률 표본추출방법 중의 하나인 편의표본추 출법을 사용하여 표본을 추출하였다. 453부를 최종분석에 사용하였다. 자료처리는 Window용 SPSS 통계 Package 22.0 Version을 이용하여 빈도분석, 신뢰도분석, 탐색적요인분석, 상관관계분석 및 매개효과 검증을 실시하였다. 결과 는 다음과 같다. 첫째, 초등학교 무용 예술강사의 교수지시형, 긍정적보상형 모두 수업만족도에 유의한 영향을 미치고 있는 것으로 나타났다. 둘째, 초등학교 무용 예술강사의 교수지시형, 긍정적보상형 모두 수업몰입을 통해 수업만족도에 유의한 영향을 미치는 것으로 나타나, 매개효과가 있는 것으로 검증되었다. 셋째, 초등학교 무용 예술강사의 교수지시 형, 긍정적보상형 모두 지각된 유능감을 통해 수업만족도에 영향을 미치지 않는 것으로 나타나, 매개효과가 없는 것으로 검증되었다. 넷째, 초등학교 무용 예술강사의 교수지시형, 긍정적보상형 모두 수업몰입과 지각된 유능감을 통해서 수업 만족도에 유의한 영향을 미치는 것으로 나타나, 이중 매개 효과가 있는 것으로 확인되었다.

The purpose of this study was to investigate the effect of behavior type of dance art instructors in elementary dance education on class satisfaction focused on mediations of flow and perceived competence between commanding and positive reward types. A total of 453 questionnaires were analyzed for this study. For the analysis of the data, SPSS 18.0 version was used and double mediation model operating in serial, proposed by Hayes and a bootstrapping method were used. First, instructor’s commanding type and positive reward type were statistically positive effect on class satisfaction. Second, the indirect effect of instructor’s commanding type, and positive reward type on class satisfaction through the flow was statistically positive significant. Third, the indirect effect of instructor’s commanding type, and reward type on class satisfaction through the perceived competence was statistically not significant. Lastly, the indirect effect of instructor’s commanding type, and positive reward type on class satisfaction through the flow and perceived competence was statistically positive significant.

The purpose of this study is to examine how the sub-factors of demographic characteristics influence instructors’ transformational leadership, transactional leadership, and class satisfaction of learners and to analyze the relationship between sub-factors of demographic characteristics and sub-factors of leadership style and class satisfaction. A total of 86 students participated in this study and a questionnaire with 47 items was administered to them. The results showed that first, instructor’s transformational leadership and transactional leadership differed statistically significant according to the factors of ‘grade’, ‘major,’ ‘college life’, ‘school year’ and ‘leadership education.’ Second, according to students’ class satisfaction, there were statistically significant differences in ‘classes,’ ‘college life’ and ‘leadership education.’ Third, individual consideration among the sub-factors of transformational leadership significantly affected class satisfaction. Finally, transformational leadership had a greater impact on students’ class satisfaction than transactional leadership. Based on the findings, some pedagogical suggestions are made for instructors of English. (Daegu University)

The purpose of this study is to explore the class satisfaction by the high and low academic achievement level students of collaborative group work in college general English course. The negative perceptions of two groups about collaborative group work were surveyed respectively. Data was collected from 122 first-year university students. The results were as follows: First, the highest group showed more satisfaction than the lowest in terms of the effects and perception of the group work. Second, the five major negative opinions of the group work from the highest group included the poor accuracy of the answers, lack of preparation, conflict after debate, cluttered atmosphere, and absence of team members. Those of the lowest were cluttered atmosphere, conflicting opinions, conflict after debate, difficulty in meeting time, and absence of team members.

본 연구는 플립러닝 교수법을 적용하고 소집단 협동학습을 중심으로 설계하여 운영한 영미고전문학 콘텐츠 수업 모형이 대학생 학습자의 수업 만족도와 의사소 통역량, 창의성, 문제해결능력 향상에 미치는 영향을 실증적으로 분석하였다. 2023~2024학년도 두 학기에 걸쳐 A대학의 78명 학습자를 대상으로 수업을 운영하 였으며, 학습자의 사전·사후 역량 검사를 실시하고, 수업 만족도 조사를 병행하였다. 만족도 분석 결과, 플립러닝 수업방식(M=4.50, SD= .66), 고전문학 콘텐츠 활 용(M=4.44, SD= .67), 소집단 협동학습(M=4.31, SD= .73)으로 모든 영역에서 높은 만족도를 보였다. 대응표본 t-검정 결과, 세 가지 핵심역량 모두에서 유의한 향상이 확인되었다(t(65)=-8.42~-7.95, p < .01). 연구 결과는 학습자의 자기주도적 학습 동기 및 협력적 상호작용을 촉진하는 플립러닝과 협동학습 기반 수업이 콘텐츠를 활용한 인문학 교육에서 학습 효과와 만족도를 동시에 제고할 수 있음을 시사한다. 다만, 사전학습 및 학습량에 대한 개선 요구가 나타나 수업 설계 시 학 습자 부담 완화가 필요함을 제언한다. 본 연구는 영미고전문학 수업을 비롯한 교양 교육의 교수·학습 혁신에 참고할 수 있는 실천적 기초자료를 제공한다는 점에서 의미가 있다.

This study empirically analyzed the effects of a teaching model that applies the flipped learning approach and centers on small-group cooperative learning in a British and American classical literature content course on university students’ class satisfaction and the enhancement of communication skills, creativity, and problem-solving abilities. Over two semesters during the 2023–2024 academic years, the course was designed and conducted for 78 students at a university. Pre- and post-assessments of learner competencies were administered alongside a course satisfaction survey. The satisfaction analysis revealed high levels across all areas, with flipped learning scoring (M=4.50, SD= .66), classical literature content utilization (M=4.44, SD= .67), and small-group cooperative learning (M=4.31, SD= .73). Paired sample t-tests confirmed statistically significant improvements in all three core competencies (t(65)=–8.42 to –7.95, p< .01). The findings suggest that flipped learning combined with cooperative learning, which fosters learners' self-directed motivation and collaborative interaction, can concurrently enhance both learning effectiveness and satisfaction in humanities education. However, issues related to the burden of pre-class learning and the excessive workload were raised, indicating the need to alleviate learner load during course design. This study holds significance as a practical foundational reference for innovating teaching and learning in liberal arts education, including British and American classical literature classes.

This study aims to conduct a reading strategy teaching and learning program to improve reading comprehension of foreign undergraduate students in Korea and to confirm the reading comprehension competency and satisfaction of foreign learners. To this end, we applied a Korean reading strategy teaching and learning program to 54 foreign undergraduate students who took a Korean language course a common mandatory subject at a University in Ulsan, and analyzed the results through SPSS. The results of applying the Korean reading strategy program over 10 sessions were confirmed through pre-post-examination. First, the understanding of detailed content and the understanding of central content, which correspond to factual understanding, were statistically significant. Next, word and idiom reasoning, phrase and clause reasoning, and sentence reasoning, which correspond to inferential understanding, were found to be statistically significant. Finally, the increase in capability for critical understanding was found to be statistically significant. In addition, a survey of the pre-post class satisfaction of the Korean reading strategy program showed higher satisfaction. This study is expected to expand discourse on the application of reading strategy programs in Korean reading education and provide practical learner information.

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.

With the metaverse emerging as the next leap in the evolution of the Internet in the post-pandemic era, a wealth of opportunities are expected to emerge in the educational sector. As a pioneer study, this research project is aimed at exploring pedagogical values of the metaverse-based classroom in a university setting. The three research questions for this study are: 1) What are the levels of students’ overall satisfaction in metaverse-based classrooms? 2) What is the user experience of the metaverse platform? and 3) What are the strengths/weaknesses of the metaverse-based classroom as perceived by the students? Twenty university students took a foreign language pedagogy course on Gather.town in spring of 2022 for 11 weeks. Student questionnaire and focus-group interviews were conducted and data analysis revealed two major findings as follows: Firstly, both students’ overall satisfaction of the metaverse-based classroom and user experience of the metaverse platform were positive, excepting only instability problems caused by poor internet connections. Secondly, more perceived strengths than weaknesses were found of the newly adopted program: ‘a realistic classroom setting’ and ‘easy communication in multiple ways’ were mentioned as strengths while the main weakness was ‘newness.’ Pedagogical implications are discussed for teachers interested in adopting the metaverse platform for their future classrooms.

본 연구는 중국어 기초를 이수한 학습자에게 플립러닝 교수법을 적용, 학습동기 , 자 기 효능감, 학습 효과 향상 등을 분석하여 효율적인 외국어 교육을 위한 활용 가치를 평가 하고, 지속적인 적용여부를 파악하는데 목적을 둔다. 플립러닝 교수법을 적용한 강의에 대한 분석은 수업 전, 수업 중, 수업 후로 나누어 진 행하였다. 플립러닝 교수법 진행은 먼저, 교수자가 사전학습 단계에 필요한 강의 동영 상을 제작하여 블랙보드에 게시하였다. 동영상의 시간은 35-40분으로 하고, 내용은 과 별 학습목표 제시, 단어설명, 문법 설명, 단어와 표현에 대한 설명, 과제설명과 단어의 습 득, 질문의 중요성 강조 등으로 구성하였다. 학습자의 개인차에 따라 학습 시간을 조절 할 수 있게 반복 시청이 가능하도록 하였다. 플립러닝 교수법을 적용한 결과는 다음과 같다. 대응 1에서 대응 11까지 수업 전과 후 의 기술통계분석과 상관관계분석, 쌍대표본 t검증을 확인한 결과, 수업 전보다 수업 후에 도움이 된 것으로 파악되었다. 대응8(학습내용의 이해도 증가)과 대응11(전반적인 수업 만족도)은 수업 전에도 학생들의 역량이 높은 것으로 파악되고, 수업 전과 수업 후의 차 이가 크지 않아 통계상 의미 없는 것으로 분석되었다. 단어를 한국어로 불러주면 중국어 로 쓰는 수행평가 방식, 단어를 중국어로 불러주면 중국어로 쓰고 뜻을 적는 수행평가 방식, 상황 이야기 말하기, 회화 만들기 등 발표 수업 방식, 자기주도적 학습 능력 향상, 학습동기 향상, 자기 효능감 증가, 학생들의 학습참여도 증가, 동영상 사전시청 등은 수업 전보다 수업 후의 성취도가 높아 선행학습 효과가 도움 되는 것으로 파악되었다. 플립러닝 교수법을 적용으로 학습내용의 이해도 증가와 전반적인 수업만족도는 수업 전과 후 모두 높게 나타났다. 교수자와 학습자 간의 소통 부족, 집중력저하 등이 플립러닝 교수법의 단점으로 파 악되었다. 단점은 카카오톡이나 수업 후 개인별 수업지도로 일부 해소할 수 있지만, 근본적인 해결방안으로 보기는 어려워 대책이 필요할 것으로 판단된다.

In this study, by applying the flip-learning teaching method to learners who have completed the basics of Chinese, the effect of flip-learning on improving learning motivation and self-efficacy is analyzed, and it is revealed that it is valuable in foreign language language education. It aims to aid understanding. From response 1 to response 11, looking at the descriptive statistical analysis, correlation analysis, and pair-sample t-test before and after class, it was found that it was more helpful in class after class than before class. However, in the case of Response 8 (increased understanding of learning content) and Response 11 (overall class satisfaction), the students' competencies were judged to be high even before class. was found to be insignificant. In the end, through the flip-learning teaching method, if you call a word after class in Korean, it is written in Chinese, if you call a word in Chinese, you write it in Chinese and write down its meaning, , improved self-directed learning ability, improved learning motivation, increased academic self-efficacy, increased student participation in learning, and watched videos in advance were found to be helpful for prior learning. Both before and after were high. It appears that there are also disadvantages such as a lack of communication between the instructor and the learner and a decrease in concentration. Although it seems that the shortcomings are partially resolved with Kakao Talk or individual class guidance after class, it is difficult to see it as a fundamental solution, and it is judged that improvement through more various complementary means is required.