대학 원격수업에서 디지털리터러시, 자기조절 수준에 영향을 미치는 학습자특성 및 만족도 요인에 대한 로지스틱 회귀분석

Abstract

Purpose: This study was conducted with the purpose of predicting the learner traits and satisfactionfactors that affect the digital literacy and self-regulation levels of students who have taken a universitycourse with distance learning.
 Methods: This study was conducted through a survey given to all students who took a distance learningcourse in the second semester of 2020 at C University in Chungbuk province. Of the 419 valid surveys332 subjects were analyzed excluding the average values of digital literacy and self-regulation. Followingthis the 332 subjects were again divided into upper and lower groups by variables. Binary logisticregression was then performed. Moreover, multinominal logistic regression was performed by dividingthe group into four groups lower-lower, upper-lower, lower-upper and upper-upper.
 Results: The main research results are as follows. First, the possibility that the lower digital literacygroup would not think it was convenient because they could take the course any place they wanted,and the possibility that thought the class method was appropriate increased. Second, the self-regulationlower group was found to be more likely to think that the guidance for academic affairs and distancelearning was not appropriate. Third, compared to the digital literacy and self-regulation the upper-uppergroup, the lower-lower group was more likely to think that the class method was appropriate, andthe belief that the guidance for academic affairs was not appropriate increased. The lower-upper classwas more likely to think that the attendance check recognition method was not clear. Furthermore,the upper-lower groups were found to be more likely to have lower grades.
 Conclusion: In conclusion, it is necessary to apply a differentiated class management strategy reflectingthe group characteristics according to the level of digital literacy and self-regulation.