비대면 강의만족도 영향요인에 관한 연구: 자기조절학습, 실재감 및 정의적 요소를 중심으로

Abstract

This study aims to examine the relationship between self-regulated learning, presence, affective factors, and lecture satisfaction in non-face-to-face English classes. During the second semester of 2021, a Google survey of 522 English university students from the first to the fourth grades was implemented. Correlation analysis was conducted to clarify the research hypotheses, and path analysis was conducted to determine the effect of independent variables on the dependent variable. The results revealed that the influence of self-regulated learning on cognitive presence was the most influential factor on lecture satisfaction. In particular, it is noted that the social presence did not directly affect lecture satisfaction, but self-regulated learning indirectly affected lecture satisfaction through social presence. Affective factors of seniors and juniors were higher than those of freshmen and sophomore. Considering the results of this study, educators need to create an environment for the learners so that they can recognize the presence and strengthen the level of self-regulation.