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온라인 과학영재교육 프로그램에서의 학습자의 교수실재감, 수업인식, 학습결과간의 관계
최경애 ( Kyoung Ae Choi ),이성혜(연구원) ( Sung Hye Lee ),채유정(연구원) ( Yoo Jung Chae ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.2
This study was conducted to investigate a relationship among teaching presence, students’ perceptions of class, and learning outcomes in an online science gifted education program. Total 408 middle school students participated in this study. They completed to answer 28 items of SPOCQ-K (appeal, challenge, choice, meaningfulness, academic self-efficacy), 17 items of teaching presence survey (instructional design and organization, facilitating discourse, direct teaching), 2 items of persistent intention and satisfaction. SPSS 20.0 and AMOS 21.0 were used for data analysis such as descriptive analysis, correlation analysis and structured equation modeling. The research results indicated that students who showed high perception of teaching presence perceived their class positively. Also, students’ class perceptions affected learning outcomes positively. Finally, Students’ perceptions of class mediated the relationship between teaching presence and learning outcome. Based on the results, researchers discussed how to construct and operate the effective online gifted education program. Based on the findings, this study suggested that online science gifted education program should be designed for students to have overall positive classroom perception in terms of appeal, challenge, choice, meaningfulness, and academic self-efficacy. Also, the instructional design and the role of tutors that makes students experience teaching presence in online learning environment were emphasized.
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