대학생의 교수실재감, 상호작용, 수업만족도 간의 관계

Abstract

Objectives The purpose of this study was to examine the effects of teaching presence and interaction between teacher and student on class satisfaction in online English classes designed for teacher-student interaction, and to provide basic data for liberal arts English classes.
 Methods A web survey was conducted from June 29 to July 20, 2021 on 147 freshmen who took college English in the first semester of 2021. The collected data were analyzed by descriptive statistics, correlation analysis, simple and multiple regression analysis using SPSS WIN 23.0.
 Results First, teaching presence was found to have a significant effect on teacher-student interaction. In addition, there was a significant positive correlation between all variables, and in the case of sub-factors, direct facilitation and instructional communication each showed a high correlation with class satisfaction. Second, teaching presence and teacher-student interaction were found to have a significant effect on class satisfaction, and interaction between teacher and student showed a higher relative influence than teaching presence. Third, the sub-factors that showed the highest influence on the student's class satisfaction were instructional communication and direct facilitation.
 Conclusions This study presented meaningful information to promote online learning by examining the sub-factors of teaching presence and teaching-student interaction affecting class satisfaction of liberal English learners.