비대면 수업과 대면 수업에서 자기주도학습능력이 인지된 성취도에 미치는 영향

Abstract

Objectives This study examined university students’ self-directed learning ability, learning satisfaction, and perceived achievement were difference between non face to face and face to face classes, and analyzed whether learning satisfaction mediated between self-directed learning ability and perceived achievement. Methods The response results of 210 same students who participated in non face to face class and face to face classes in 2022 were analyzed. The collected data were analyzed using SPSS 27.0 for descriptive statistics, correlation analysis, reliability analysis, and multiple regression analysis. The mediating effects were analyzed using Process Macro 4.0. Results First, there was no significant difference in self-directed learning ability and learning satisfaction in non face to face and face to face classes. The perceived achievement was significantly higher in face to face classes than in non face to face classes. Second, self-directed learning ability had a significant effect on learning satisfaction and perceived achievement. Learning satisfaction showed a mediating effect between self-directed learning ability and perceived achievement. Conclusions The results of this study prove that when self-directed learning ability increases, learning satisfaction increases and perceived achievement can be improved. This study is the result of students who have experienced both non face to face and face to face classes, so it can be used as basic data for improving student performance and characteristics of classes to be considered in post COVID university education.