온라인 수업에 대한 교수자의 유용성 인식 및 교수효능감과 상호작용 실행과의 관계

Abstract

Objectives The aim of this study was to investigate the level of instructor-student interactions in online classes and to explore the instructor-related variables associated with this phenomenon. Specifically, the study focused on examining the explanatory power of instructors' perceptions of the utility of online classes and self-efficacy, in addition to instructors' demographic variables. Methods 321 professors at the university participated in the survey. The survey data were analyzed using multiple regression analysis. Demographic variables of the instructors, such as age and years of experience teaching online classes, along with perceived utilities of online classes and self-efficacy, were entered as independent variables. The five types of interactions (instructor-learner academic interaction, instructor-learner managerial interaction, learner-learner academic interaction, learner-learner social interaction, and learner-content interaction) were entered as dependent variables, respectively. Results Teaching self-efficacy emerged as the most influential explanatory variable for instructors' execution of interactions in online classes, followed by the perceived utilities of online classes. Age and years of experience teaching online classes showed no significant relationship with instructors' interaction executions. Conclusions The study highlights the importance of raising awareness regarding instructors' interaction execution and enhancing teaching efficacy in online classes.