플립러닝 인식과 교수실재감, 수업 참여의도 간의 구조적 관계

Abstract

Objectives The purpose of this study is to examine the structural relationship among flipped learning perception, teaching presence, and class participation intention, and to analyze them according to participation in flipped learning courses using a multi-group analysis. Methods The subjects of this study were 1,106 students who had taken flipped learning courses in the first semester of 2021 at A University. It was analyzed by the multi-group structural equation and the structural relationship among variables using the SPSS 18.0 and AMOS 22.0 programs. The validity of the instrument was verified through exploratory factor analysis, and confirmatory factor analysis. Results These are the main results. First, the measurement model was suitable, and the teaching presence mediated partially in the process of flipped learning perception affecting class participation intention. Second, the results of multi-group analysis based on the participation in flipped learning courses showed that flipped learning perception had a stronger influence on the students who didn’t take flipped learning courses than those who participated in flipped learning courses, which proves the partial adjustment effect. Conclusions It suggests ways to raise awareness of innovative teaching courses and promote an efficient curriculum for students who take flipped learning courses. In addition, these findings are meaningful in that they provide basic data for the internalization of education innovation.