대학생의 원격수업 적응에 관한 근거이론 연구

Abstract

This study tried to develop a practical theory that can explain the experience of the adaptation process to the sudden non-face-to-face class situation caused by the COVID-19 pandemic. For this purpose, in-depth interviews were conducted with 14 students from the 20 ~ 21st grades, and the collected data were analyzed by applying the grounded theory method proposed by Strauss and Corbin (2001/2001). As a result of the analysis, 104 concepts, 20 subcategories, and 6 final categories were finally derived. As a result of this study, the core category was found to be ‘Overcoming the culture shock of remote classes independently. The causal condition is‘freshman looking forward to college life’, the central phenomenon is ‘non-face-to-face college life with COVID-19', the contextual condition is‘go to school in the corner of the room', the mediating condition is‘introspection and Finding Supporting Resources’, and the action/interaction is ‘efforts to adapt to remote class situations’. The result of 'adapting to life' was a face-to-face class waiting with half expectations and half concerns. And as a result of this study, the core category,‘Independently overcoming the culture shock of non-face-to-face class situations’was progressing in four stages according to the passage of time: excitement stage, confusion stage, adaptation stage, and acceptance stage. The results of this study are meaningful as basic data to prepare for the substantialization of future new normal distance education.