대학생의 온라인 강의 학습행태, 온라인 강의 시 학습자 특성, 학습만족도, 교수-학생 상호작용에 따른 온라인 강의 집중도

초록

Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity. Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration. Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001). Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.

키워드