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권소희 ( Kwon So-Hi ) - Kyungpook National University College of Nursing
김신영 ( Kim Shin-Young ) - Kyungpook National University College of Nursing
김지현 ( Kim Ji-Hyun ) - Kyungpook National University College of Nursing
김은빈 ( Kim Eun-Bin ) - Kyungpook National University College of Nursing
정연우 ( Jeong Yeon-Woo ) - Kyungpook National University College of Nursing
권나영 ( Kwon Na-Young ) - Kyungpook National University College of Nursing
권혜영 ( Kwon Hye-Young ) - Kyungpook National University College of Nursing
박시은 ( Park Si-Eun ) - Kyungpook National University College of Nursing
변혜원 ( Byun Hye-Won ) - Kyungpook National University College of Nursing
박슭 ( Park Seurk ) - Kyungpook National University College of Nursing
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Abstract
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Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity.
Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration.
Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001).
Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.
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KeyWords
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학습행태, 교수-학생 상호작용, 학습 만족도, 강의 집중도
Learning behavior, Lecture concentration, Personal satisfaction, Teacher-student interaction
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원문 및 링크아웃 정보
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등재저널 정보
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