대면수업 상황에서 팀 학습활동, 협력적 자기효능감, 학습성과 간의 관계 분석

Abstract

Objectives The purpose of this study was to analyze the effects of team learning activities and cooperative self-efficacy perceived by pre-service teachers on learning performance and to empirically verify the mediating effects of cooperative self-efficacy in the relationship between team learning activities and learning performance.
 Methods For this purpose, 324 pre-service teachers attending the National University of Education in G city, Gyeongsangnam-do were selected as research subjects. The team learning activities were selected as independent variables, cooperative self-efficacy as mediator variables, learning flow and satisfaction as dependent variables. The collected data were analyzed by using SPSS program to verify reliability, correlation and multiple regression analysis.
 Results There was a significant positive relationship between team learning activities, cooperative self-efficacy, and learning performance perceived by the preliminary teachers, and team learning activities and cooperative self-efficacy had a positive effect on learning performance. In addition, cooperative self-efficacy in the relationship between team learning activities and learning performance has a significant effect as a partial mediating variable.
 Conclusions In order to improve the quality of university classes, various measures should be considered to improve learning performance. In order for learners to feel immersed in learning and satisfied with the class, the method of the class should strengthen team learning activities in individual learning, and learners should actively promote cooperative self-efficacy that can share and evaluate team opinions in team learning activities.