『발표와토론』 온라인 수업에서 교수 실재감 및 학습 실재감이 학습 성과에 미치는 영향 분석

Abstract

Objectives The purpose of this study is to examine the learners' perception of teaching presence and learning presence, relationship between presence and learning outcomes in online classes of 『Presentation and Discussion』 centered on communication competency.
 Methods To this end, a survey was conducted on 146 students of K University's 『Presentation and Discussion』 located in Chungcheongnam-do to measure the sense of teaching presence, learning presence, and learning outcomes. The survey tool is consist of 60 questions, and the collected response results were statistically analyzed using the IBM SPSS Statistics 22 program after coding work.
 Results Among the characteristics of learners, there was a difference in learning outcomes according to their major, and the learning outcomes of engineering learners was relatively high. In addition, There was a high correlation between teaching presence and cognitive presence, Learning satisfactory and cognitive presence, willingness to continue learning and social presence in the relation of presence and learning outcomes. As a result of conducting multiple regression analysis to predict learning outcomes in online classes, learning satisfaction affects in order of cognitive presence, emotional presence, social presence, and teaching presence. These presences are related to about 70 percent, while it was found that only a sense of social reality explained the intention to continue learning by about 16%. In other words, it was confirmed that learning satisfaction had higher correlation with teaching presence or learning presence contrasted to willingness to continue learning.
 Conclusions This study can be used in the design of classes that can enhance the teaching and learning presence and learning outcomes recognized by learners in online classes of speaking and listening subjects that value communication skills.