비대면 강의에서 학습자의 실재감이 인지된 성취도에 미치는 영향: 자기조절학습의 조절효과를 중심으로

Abstract

The purpose of this study is to examine the impact of learner presence on perceived achievement in non-face-to-face classes, focusing on the moderating effect of high and low levels of self-regulated learning. A survey was conducted among 491 university students in the second semester of 2021. Correlation analysis for the mutual relationship between variables and path analysis were used to investigate the influence of the independent variables on the dependent variables. The results showed that the assumed positive relationship between teaching, cognitive presence, social presence, and perceived achievement was statistically significant. Specifically, higher levels of teaching and social presence had a positive effect on perceived achievement, except for the group with low self-regulated learning. It was confirmed that cognitive presence, based on intellectual experience, is a fundamental and crucial factor in learning. Additionally, learners with higher levels of self-regulation recognized and utilized presence more positively to enhance their learning experience.