블렌디드 러닝에서 대학생의 학습활동이 역량 및 전공수업 만족도에 미치는 영향

Abstract

Objectives In this study, the university's teaching and learning outcomes are viewed as competency improvement and major class satisfaction. Since these are influenced by students' active class-related activities, this study compared the influence of students' active class-related activities and analyzed the relationship.
 Methods To this end, the relationship between class-related activities derived as outcomes was analyzed with a structural equation model for blended learning students at a University in Busan, a non-metropolitan area. Pre-class activities, team-based teaching methods, and active learning participation were set as class-related activities, and competency improvement and major class satisfaction were set as teaching and learning outcomes.
 Results In the analysis results, the direct effect of challenging learning activities on competency improvement was greater than that of active learning activities. The positive influence on major class satisfaction was the largest in the total effect of challenging learning activities, followed by the direct effect of class preparation, the direct effect of challenging learning experiences, and the indirect effect of challenging learning activities that mediated competency improvement.
 Conclusions Based on the results, it is necessary to consider class design capable of class preparation and expand experience in active learning activities, challenging learning activities, and cooperative learning activities to induce competency improvement through meaningful educational experience in blended learning.