비대면 수업만족에 영향을 미치는 요인에 관한 메타분석

Abstract

Objectives The present study conducted meta-analysis with the goal of systematically arranging the relation between variables related to non-face-to-face class satisfaction.
 Methods To this end, the study collected data in the form of dissertations and academic papers published in Korea up to 2022. The final selection of papers numbered 215, including 52 master’s theses, 11 doctoral dissertations, and 152 academic papers. The coding method for the data followed the meta-analysis methods and coding procedures by Lipsy and Wilson(2001) as well as Cooper(2010). The effect size was calculated by converting the correlated data into Fisher’s Z transformation, which was then converted back to a correlation coefficient for interpretability.
 Results The analysis shows that the overall effect size of class satisfaction variables was high at .582, with effect sizes higher in the order of content, teacher, support model and system, and learner. In terms of effect size depending on moderator variable, the study found differences depending on year of issue, research subject, and non-face-to-face class type.
 Conclusions This study specifically confirmed the relationship between variables related to non-face-to-face class satisfaction by organizing research related to non-face-to-face class satisfaction through meta-analysis. In order to increase the satisfaction of learners in the educational scene, effective non-face-to-face class methods or strategies should be sought.