원격수업에서 전문대학생의 낮은 중도탈락인식과 심층적 학습접근방식이 수업만족도에 미치는 영향 : 교수실재감의 매개효과를 중심으로

Abstract

Online classes have become a major teaching method for higher education during the COVID-19 pandemic. However, colleges mainly implemented face-to-face classes such as training and apprenticeship education before COVID-19, and lacked preparation for online classes compared to universities. Unexpected full-scale online classes showed low educational effects and satisfaction and as a result, the overall educational competitiveness of colleges is deteriorating, with students dropping out. In this context, the purpose of this study is to confirm the effect of students’ low dropout intention and in-depth learning approaches on online class satisfaction and verify the mediation effect of teaching presence. As a result, it was confirmed that students’ low dropout intention, in-depth approaches to learning, and teaching presence had significant effects on class satisfaction. Also, teaching presence had partial mediating effects in the both relationships between low dropout intention and online class satisfaction, and between in-depth learning approach and online class satisfaction. The research results show that the more teaching presence is mediated in college students’ learning and dropout, the higher class satisfaction can be, and that instructional design is necessary for the effect and satisfaction of online classes.