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Educational Technology International update

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수록정보
수록범위 : 1권1호(1999)~22권2호(2021) |수록논문 수 : 233
Educational Technology International
22권2호(2021년 10월) 수록논문
최근 권호 논문
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KCI등재

1Effects of University Students' Social and Teaching Presence on Learning Engagement and Perceived Learning Achievement in Online Courses

저자 : Heoncheol Yun , Suna Oh , Hyunsuk Yoon , Seon Kim

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 111-137 (27 pages)

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Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

KCI등재

2The Mediating Effect of Self-Regulatory Skills on the Relationship between Mothers' Parenting Attitude and School Adjustment

저자 : Anne-marie Soo Youn Lee , Soo-young Lee

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 139-167 (29 pages)

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After experiencing school closures and online learning caused by COVID-19, the important role of school education was reinforced. Elementary school is the foundation of life and allows students to develop both social and academic skills. The purpose of this study was to examine the mediational role of Self-Regulatory Skills (SRS) on the relationship between Maternal Parenting Attitude (MPA) and School Adjustment (SA) of elementary school students. A total of 99 students enrolled in an international school in Seoul, Korea from grades 3 to 6 participated in this study. Data were analyzed through Independent Sample T-Test, one way ANOVA, Multiple Regression Analysis, and Hierarchical Regression Analysis using the SPSS 23.0. The findings of the study were as follows. First, there is a difference between genders and among grades. Second, only acceptance was significantly related to school adjustment. Third, acceptance, strict control, and accepted control are significantly related to SRS. Fourth, Self-Regulatory Skills (Sustained Attention) fully mediate the relationship between Maternal Parenting Attitude (Acceptance) and School Adjustment (Academic Attitude/ Rule compliance). Educational implications for understanding the role of parenting attitude and future directions are discussed.

KCI등재

3Seven Facets of Learning Agility in Higher Education for Future Society

저자 : Eunmo Sung

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 169-197 (29 pages)

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Learning agility as high potentials is drawing attention as a competency for leading an uncertain future society. The present study aims to determine the factors of learning agility in higher education context for future society. To address this goal, Major factors related to learning agility were derived through literature review and statistically verified. For statistical analysis, the nationwide data were collected from 1,000 undergraduate students in South Korea by National Youth Policy Institute. The participants asked to answer 29 items of learning agility questionnaires (LAQ). The collected data were analyzed by descriptive statistical analysis, exploratory factor analysis, and confirmatory factor analysis. As a result, learning agility items were verified normality and reliability. Learning agility was identified seven factors; challenging mind, learning responsibility, reflecting experience, intellectual curiosity, systemic thinking, change adaptability, and logical thinking. Also, the structural model fit of the seven factors of learning agility was also confirmed to be good. Based on the findings of the present study, empirical, theoretical, and practical contributions were presented, and suggestions for further research were proposed in detail.

KCI등재

4Perception of University Instructors for Designing Online Interactions: Findings from Importance-Performance Analysis

저자 : Ji Young Lim , Seyoung Kim , Mi Kyung Cho , Eugene Lim

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 199-225 (27 pages)

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The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learnercontent, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

KCI등재

5Analyses of the Structural Relationships between College Students' Perceived Game Realism, Flow and Learning Satisfaction in Game-Based Learning

저자 : Jungeun Hur , Keol Lim

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 227-253 (27 pages)

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Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a gamebased learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.

KCI등재

6Analysis of the Impact of Students' Perception of Course Quality on Online Learning Satisfaction

저자 : Qiang Xie , Ting Li , Jiyon Lee

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 255-283 (29 pages)

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In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

KCI등재

7Roles of Autonomous Motivation, Individualism, and Instructor Support in Student-Centered Learning in South Korea and the United States

저자 : Eunbae Lee , Timothy D. Baird

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 285-309 (25 pages)

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It is commonly understood that students' autonomous motivation and individualistic orientations and instructors' autonomy support are important for student-centered learning (SCL). However, few studies have examined this assumption. To help researchers and practitioners design more engaging SCL experiences across diverse cultural contexts, this study examines the associations of these factors with SCL engagement and how these associations compare in different cultures. University students in South Korea and the United States participated in a bold SCL assignment, called Pink Time, in which students decide what and how they learn. Linear, multivariate models were estimated in each context to identify and compare relationships between SCL engagement and student characteristics and perceptions. We found that engagement was high in both contexts. Autonomous motivation, individualism, and perceived instructor support each had significant associations with SCL engagement in South Korea. In the US, which had a smaller sample size, only perceived instructor support was significantly associated. These findings suggest that SCL strategies can be effective across cultures. Also, the narrower classroom context, specifically instructors' support, may be a stronger driver of engagement than the broader societal context. This study contributes to the scholarly discussion regarding SCL in diverse settings and offers several implications for instructors.

KCI등재

8Effects of Scaffolding Types and Individual Metacognition Levels on Learning Achievement in Online Collaborative Argumentation

저자 : Yipin Huang , Xiaoli Zheng , Hoisoo Kim

발행기관 : 한국교육공학회 간행물 : Educational Technology International 22권 2호 발행 연도 : 2021 페이지 : pp. 311-339 (29 pages)

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This study examined the effects of scaffolding types (Toulmin's Argument Pattern: TAP or Argumentation Vee Diagram: AVD) and individual metacognition levels (low or high) on students' learning achievement in online collaborative argumentation. A total of 191 Chinese undergraduates took part in this study. They were randomly assigned to either the TAP scaffolding, AVD scaffolding, or no scaffolding condition. They were teamed up in small groups of two or three students to argue with their peers using SNS as the online collaborative argumentation environment. The results revealed that students in the TAP and AVD scaffolding conditions did not gain significantly higher retention or transfer scores than students without scaffolding. However, students in the TAP scaffolding condition significantly outperformed those in the AVD scaffolding condition on transfer scores. Individual metacognition did not significantly affect learning achievement in online collaborative argumentation. Additionally, there was no significant interaction effect between scaffolding types and individual metacognition levels on retention or on transfer. The findings have implications for scaffolding design for online collaborative argumentation and also suggest that more attention should be paid to social metacognition rather than to individual metacognition when students work collaboratively.

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