블렌디드 협동학습에서 교직이수 대학생들의 교직선택동기수준과 수업만족도 간 교수실재감과 사회적 실재감의 매개효과

Abstract

Objectives The purpose of this study is to suggest a more effective online course design direction by analyzing whether a sense of teaching presence and social presence have a mediating effect in the relationship between teaching job selection motivation and course satisfaction in online small group cooperative learning environment. Methods The subjects were 51 students in the teaching profession course in Semester 21-2. To analyze the mediating effect, a multiple regression analysis was performed. Results First, According to the level of altruistic motivation, significant differences were found in teaching presence, social presence, and course satisfaction. According to the level of intrinsic motivation, there was a significant difference in social presence and course satisfaction, and extrinsic motivation showed significant differences in teaching presence and social presence. Second, The significant influence of the teaching presence and social presence on the class satisfaction was confirmed. Third, Intrinsic and altruistic motivation have a significant effect on teaching presence and social presence, and extrinsic motivation has a significant effect on social presence. Fourth, Teaching presence showed a partial mediating effect on intrinsic motivation and a fully mediating effect on altruistic motivation. Fifth, The social presence showed a fully mediating effect on intrinsic and altruistic motives. Conclusions In the online class environment, learners' motivation and sense of presence are very important factors for course satisfaction. In particular, in the case of learners with intrinsic and altruistic motives for choosing a teaching profession, class satisfaction can be increased when the level of presence is increased. Therefore, it is necessary to design an online class that considers the learner's motivational type and level of presence.