비대면 수업 환경에서 대학생들의 자기주도 학습능력, 교수 실재감, 학습 실재감이 학습몰입에 미치는 영향

Abstract

Objectives This study investigated university students’ self-directed learning ability, teaching presence, learning presence, learning flow, their correlations, and the effects of self-directed learning ability, teaching presence, and learning presence on the students’ learning flow. Methods 255 university students taking general courses at a four-year university participated in the study and were tested on their levels of self-directed learning ability, teaching presence, learning presence, and learning flow. Their test responses were analyzed through SPSS 25.0. Descriptive statistics, Pearson correlation analyses, and stepwise multiple regression analyses were administered. Results Descriptive statistical analyses found that their teaching presence was the highest among the four. Pearson correlation analyses revealed that their learning presence and learning flow, and their teaching presence and learning presence showed highest correlations. The results of the stepwise multiple regression analyses presented that the greatest variable affecting learning flow was learning presence. Among the subcomponents, cognitive presence in learning presence showed the greatest effect on learning flow. Conclusions It is important for universities and instructors to provide students with better learning environments by developing various teaching-learning resources and strategies that can facilitate the students’ cognitive presence and thus promote their learning flow.