대학생의 학습자 중심 교육, 교수-학생 상호작용, 전공수업 몰입, 대학 및 전공 만족도 간의 구조적 관계 탐색

Abstract

Objectives The purpose of the study is to explore the structural relationship between learner-centered education based on experience, collaboration, and enquiry based learning, faculty-student interaction, immersion in major classes, and university and major satisfaction.
 Methods Based on previous studies, three competitive models were set, the optimal model was searched for, and differences by grade were analyzed. Relevant variables were measured through a survey targeting 679 first and second year students at I University located at Kyoungsangnam-do.
 Results Among the competitive models, the model in which learner-centered education based on experience, collaboration, and enquiry affects university and major satisfaction through faculty-student interaction and im-mersion in major classes was found to be the optimal model. As a result of exploring the difference in path by grade in the optimal model using the multi-group analysis method, it was confirmed that there was no difference by grade in the model path for collaboration and enquiry based learning, but there was a difference in experiential learning.
 Conclusions The role of faculty-student interaction and immersion in major classes between learner-centered education and satisfaction with colleges and majors, and the importance of active interaction with professors in experiential learning were discussed.