렌즈기반 미디어 수업이 수업참여도와 수업만족도에 미치는 영향요인 분석

유기상 현대사진영상학회 2020 현대사진영상학회논문집 Vol.23 No.1

This study is to analyze the influencing factor of lens based media classes on on level of class participation and level of class satisfaction, and analyze the mediated effect of level of class participation in the relationship between lens based media classes and level of class satisfaction. Through this, this study is to analyze the relationship effect on the level of class participation from theory class, participation class and interest class, and find the way how to induce the students class participation on their own initiative and suggest an alternative to improve the level of class satisfaction. For this study, it was done based on the Chungnam and Incheon province where the is the work place of researchers and university students who have experience in taking lens based media classes were participated as a face to face and online survey. SPSS 23.0 was used and frequency analysis, correlation analysis, regression analysis and etc were conducted with 180 available questionnaires of total 220 questionnaires. The result of study, First, it shows that the lens based media classes are giving an effect on level of class satisfaction. In particular, participation class and interest class are in high level of class satisfaction. The theory class is most lowest level of class satisfaction. Second, it shows that the lens based media classes are giving an effect on the level of class participation. A practical training and experience are inducing students class participation on their own initiative and make students feel satisfied and an active response. Third, the level of class participation is a mediated effect in related between lens based class and level of class satisfaction. Based on the result of this study, we provide the basic information to plan and make the education program which can improve the level of class participation and satisfaction of student.

온라인 예술교육 회화클래스 플랫폼 현황 및 참여자의 교육 참여후기 분석

이은경 ( Lee Eunkyoung ),현은령 ( Hyun Eunryung ) 한국예술교육학회 2021 예술교육연구 Vol.19 No.1

본 연구에서는 변화하는 사회상에 발맞추어 생겨나고 있는 온라인 예술교육 회화클래스 플랫폼에 대한 현황을 살펴보고, 그 참여자들의 교육 참여후기를 수집 분석하였다. 그 결과는 다음과 같이 정리 할 수 있다. 첫째, 온라인 예술교육 화화클래스 플랫폼은‘온라인교육, 온·오프라인 혼용, 실습키트(Kit)배송’과 같이 세 가지의 형태로 운영되며, 대다수가 반응형 웹(Responsive Web) 사이트로 구축되고 있었다. 둘째, 온라인 예술교육 플랫폼 내 가장 많이 개설된 회화클래스는 수채화와 색연필 등을 이용한 것으로서, 숙련된 예술 활동보다는 보편성을 추구하는 경향이 있었다. 셋째, 연구대상 플랫폼 대다수가 교육 참여후기 작성공간과 건의게시판을 따로 개설하여 플랫폼의 성격이 부정적으로 확산되는 요인을 차단하는 장치를 마련하고 있었다. 넷째, 교육 참여 후기작성은 개설된 클래스 수와 비례하지 않았으며, 수업의 질 만족도에 따라 빈도수가 다르게 나타남을 알 수 있었다. 다섯째, 수집된 참여 후기 중 96.9%가 긍정적 의견이었다. 이는 후기 작성이 대가성이 없는 자율성이 기반하고 있으므로 참여자의 긍정적인 경험이 동기화되어 주로 작성되기 때문으로 분석된다. 여섯째, 수집된 교육 참여후기는‘교육 참여에 대한 감상(87.7%), 수업개선 의견(5,1%), 추천의사(2.8%), 정보전달(2.5%), 재참여의사(1.6%), 기타(0.3%)’등의 일정한 패턴 6가지로 정리 될 수 있었다. 이상과 같이 온라인 예술교육 회화클래스 플랫폼 교육 참여후기는 참여자의 내적동기화의 수준을 향상시키며, 제공되는 예술교육에 대한 주의력과 만족도를 높이는 결과를 기대할 수 있었다. 최근 COVID-19로 인해 비대면 수업의 제한되면서 예술교육 현장은 매우 위축되어 있는 상황이다. 본 연구에서 살펴본 바와 같이 앞으로의 예술교육은 제공자의 입장에서 프로그램의 다양성과 질 확보에만 초점을 두는 것이 아니라, 예술교육 참여자들의 이야기에 귀 기울여 그들의 자발적 소통과 참여가 활발히 일어나도록 도와야한다. 이 같은 노력은 현대사회에서의 예술의 가치와 역할을 확산시켜 예술을 통해 대중들의 삶의 질을 높일 수 있는 방법이 될 수 있을 것으로 기대한다. This study examined the present status of applying the painting class platform as the online art education that is emerging in line with the changing social aspect, collected and analyzed the education participation reviews in the participants. The results can be arranged as follows. First, the online art education platform was operated in three types such as ‘online education, on·offline mixture, practice Kit delivery.’ Most of them were being implemented with the Responsive Web site. Second, the class, which was opened the most within the online art education platform, is the one of using watercolor and colored pencils, thereby having tended to pursue the universality rather than the skilled artistic activity. Third, the majority of platforms as the research subjects arranged the space of writing the education participation review and were encouraging its writing. Also, to minimize the negative contents, the separate opening in a bulletin board led to having been blocking a factor of being negatively spread a character of the platform. Fourth, it could be known that the participation review writing is not proportional to number of the opened classes, and that the frequency is shown differently depending on the satisfaction with the quality of a class. Fifth, 96.9% of the collected participation reviews were positive opinions. This is interpreted to be because the participants’ positive experience is mainly synchronized to be drawn up as the review writing is based on autonomy without compensation. Sixth, the collected education participation reviews could be arranged with 6 consistent patterns such as ‘reviews of participate education(87.7%), the class improvement opinion(5.1%), the intention to recommend(2.8%), the information delivery(2.5%), the willingness to participate again(1.6%), others(0.3%).’ As the above, the participation reviews of the painting class education as the online art education could be expected the outcome that enhances the participants’ internal synchronization level and raises attention and satisfaction with the offered art education. As a non-face-to-face class is restricted recently owing to COVID-19, the field of art education is in a very constrained situation. As examined in this study, the future art education needs to help them with voluntary communication and active participation by listening to education participants’ stories, not focusing only on securing diversity and quality of a program from the position of a provider. This effort will expand the value and role of art in modern society, thereby being expected to likely become a method available for increasing the quality of life in the public in modern society.

중국어 학습동기가 수업참여도에 미치는 영향 분석 -일반계 고등학생을 중심으로-

이지은,이은화,한예진 영남중국어문학회 2022 중국어문학 Vol.- No.90

In this study, the correlation between Chinese language learning motivation and high school students’ general characteristics was explored. Further, the impact of motivation on students’ class participation was analyzed in order to understand the educational implications. The survey tool developed by Nam Jung (1996), which was used to examine English language learning motivation, was reconstructed to fit the purpose of this study. The survey was conducted among 439 students taking Chinese as a second language at six high schools in Busan, South Korea. The correlation between the four types of learning motivation and students’ grade, gender, Chinese learning duration, and average time spent for studying Chinese off campus per week was examined. Simultaneously, the differences and changes in learning motivation that occurred according to the characteristics of students were identified. Furthermore, by analyzing the correlations between Chinese class participation and the four types of learning motivation from responses to the survey questions, the types of motivation that had a direct or indirect effect on Chinese language classes were determined. Additionally, the characteristics of students affected most by the motivation types were ascertained. The research analysis indicated statistically significant correlations between the four types of learning motivation and students’ characteristics. “Intrinsic motivation” showed significant correlations with students’ grade, gender, and the average time spent studying Chinese off campus per week, and “social self-awareness motivation” showed significant correlations with grade, gender, and the duration of learning Chinese. “Instrumental motivation” had a significant correlation with the time spent learning Chinese, and “task-avoidance goal motivation” had a significant correlation with gender and time spent learning Chinese. There were also significant correlations between class participation and all four types of motivation. Proportional correlations between class participation and “intrinsic motivation,” “social self-awareness motivation,” and “instrumental motivation” were noted, while an inversely proportional correlation occurred between class participation and “task-avoidance goal motivation.” For the proportionally correlated motivations, stronger motivation accompanied higher levels of class participation. On the other hand, “task-avoidance goal motivation” weakened with higher levels of class participation. Learning motivations took various forms depending on students’ characteristics, and several motivations coexisted for some students. Furthermore, the types of motivation were displayed differently according to students’ learning stages. Ultimately, teachers can maximize the learning effect by arousing motivation in students that is appropriate for their characteristics and learning stage, such as gender and time spent learning Chinese. Student motivation is a major factor that directly impacts class participation, which is closely linked to success or failure in class. In this respect, the analyses of students’ learning motivation and the correlation with class participation are expected to offer important implications for secondary school Chinese language education classes. Based on the findings of this study, teachers may use varying motivation- arousing strategies according to the different characteristics of students in order to improve class participation and maximize the learning effects of their classes.

대학 비대면 수업에서 학습자 간 상호작용과 교수-학생 상호작용이 수업 참여도 및 만족도에 미치는 영향에서 협력적 자기효능감의 매개효과

고정리 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.13

Objectives The purpose of this study was to analyze of cooperative self-efficacy’s mediating effect in impact of students’ interaction, professor-student interaction on class participation, class Satisfaction in untact class. Methods To achieve this purpose, question investigation of students’ Interaction, professor-student interaction, cooperative self-efficacy, class participation, class satisfaction in untact class has done. The subject were 636 university student at G university in gyeong sang nam do. To measure students’ Interaction, professor-student interaction, cooperative self-efficacy, class participation, class satisfaction, measurement tool was made existing tool. On this basis, research materal was collected and analyzed. Using SPSS statistics 21 for window program for data processing, frequency analysis, Cronbach's α verification, Pearson’s product moment correlation coefficient, Tolerance, Variance Inflation Factor(VIF), Correlation coefficient, mediator effect verification were used to analyze the data. Results Result of this study are summarized as follows: First, students’ Interaction, professor-student interaction, cooperative self-efficacy effected on class participation, class satisfaction in untact class positively. Second, cooperative self-efficacy had part mediator effect in relation of students’ Interaction, professor-student interaction and class participation, class satisfaction in untact class. Conclusions This study had meaning to analyze mediating effect cooperative self-efficacy in relation of students’ Interaction, professor-student interaction and class participation, class satisfaction in untact class. On this study, our socity will have to devise various way to reinforce students’ Interaction, professor-student interaction, cooperative self-efficacy for university student’ s class participation, class satisfaction’s improvement. 목적 본 연구는 비대면 수업 상황에서 대학생들이 인식한 학습자 간 상호작용과 교수-학생 상호작용이 수업 참여도 및 만족도에미치는 영향에서 협력적 자기효능감의 매개효과를 검증하였다. 방법 이를 위하여 경남 G시에 소재한 대학생 636명을 대상으로 설문조사를 실시하였고 SPSS 프로그램을 이용하여 빈도분석, 신뢰도 검증, 상관관계분석, 단순 및 중다회귀분석을 실시하였다. 외생변인으로서 자기조절학습, 내생변인으로서 학업기초능력과 융합역량을 선정하였다. 결과 학습자 간 상호작용, 교수-학생 상호작용, 협력적 자기효능감, 수업 참여도 및 만족도 변수 간에는 유의한 관계가 나타났고, 학습자 간 상호작용과 교수-학생 상호작용, 협력적 자기효능감은 대학생의 수업 참여도 및 만족도에 긍정적인 영향을 미치는 변인으로 나타났다. 또한 학습자 간 상호작용과 교수-학생 상호작용이 수업 참여도 및 만족도에 미치는 영향에서 협력적 자기효능감은 부분매개변수로 유의한 역할을 하는 것으로 나타났다. 결론 비대면 수업에서 학습자들의 수업 참여도와 만족도를 제고하기 위해서는 학습자 간 상호작용과 교수-학습 상호작용이 원활하게 이루어질 수 있는 지원 체계가 마련되어야 하며 또한 학습자들의 협력적 자기효능감을 강화할 수 있는 방안을 모색해야 할 것이다.

초등학교 교사의 성취목표지향성, 교사정서, 수업참여 및 수업의 질의 구조적 관계

김미점(Kim, Mi Jum),조한익(Cho, Han-Ik) 한국교육심리학회 2017 敎育心理硏究 Vol.31 No.1

본 연구는 초등학교 교사의 성취목표지향성, 교사정서, 수업참여 및 수업의 질의 구조적인 관계가 어떠한가를 분석하는데 목적이 있다. 연구대상은 초등학교 담임교사 821명으로 남교사는 152명이고 여교사는 669명이다. 교사의 성취목표지향성, 교사정서 및 수업의 질의 탐색적 요인분석은 탐색집단 392명을 대상으로 실시하였고, 확인적 요인분석과 변인들 간의 구조적 관계는 확인집단 429명을 대상으로 실시하였다. 측정도구는 교사가 지각한 성취목표지향성, 교사정서, 수업참여 및 수업의 질 척도이다. 초등학교 교사의 성취목표지향성, 교사정서, 수업참여 및 수업의 질의 구조적인 관계를 살펴보기 전에 정규성 가정과 연구모형의 적합도 검증을 실시한 결과 모형은 적합한 것으로 판단되었다. 연구결과, 숙달목표지향성은 기쁨과 수업의 질에 정적인 영향을 미치고 있었으나 분노와 불안에 부적인 영향을 미치고 있었다. 수행회피 목표지향성은 분노와 불안에 정적인 영향을 미치고 있었으나 수행접근 목표지향성은 수업참여에 정적인 영향을 미치고 있었다. 기쁨은 수업참여에 정적인 영향을 미치고 있었으나 불안은 수업참여에 부적인 영향을 미치고 있었다. 교사의 성취목표지향성과 수업의 질의 관계에서 교사정서와 수업참여의 매개효과를 검증한 결과 숙달목표지향성은 기쁨과 불안을 매개로 수업참여와 수업의 질에 영향을 미치고 있었다. 수행회피 목표지향성은 기쁨과 불안을 매개로 수업참여에 영향을 미치고 있었다. 기쁨과 불안은 수업참여를 매개로 수업의 질에 영향을 미치고 있었다. 숙달목표지향성은 기쁨, 불안 및 수업참여를 매개로 수업의 질에 영향을 미치고 있었고, 수행회피 목표지향성은 기쁨과 수업참여를 매개로 수업의 질에 영향을 미치고 있었다. 이러한 연구결과들을 토대로 하여 본 연구에서는 선행연구와의 관련성, 연구의 의의 및 제한점 등을 제시하였다. The purpose of this study is to analyze the structural relationship between achievement goal orientation, teacher emotions, class participation and classroom quality of elementary school teachers. The subjects of this study were 821 elementary school teachers. The results of this study are as follows. First, normal distribution assumptions and the research model was verified before the structural relationship between achievement goal orientation, teacher emotion, class participation and classroom quality. The results of this study showed that the mastery goal orientation had a negative effect on anxiety and anxiety, however, it had a positive effect on enjoyment and quality of teaching. Performance avoidance goal orientation had a statistically significant effect on anger and anxiety, and performance goal orientation had a statistically significant effect on participation in the class. Enjoyment had a positive effect on class participation, but anxiety had a negative effect on class participation. As a result of verifying the effects of teacher emotions and class participation in the relationship between teachers" achievement goal orientation and classroom quality, mastery approach goal orientation influenced on class participation and quality of teaching by the mediation of enjoyment and anxiety. Performance avoidance goal orientation influenced on participation in class through enjoyment and anxiety. Enjoyment and anxiety influenced on the quality of instruction through class participation. Mastery approach goal orientation and performance avoidance goal orientation influenced on the quality of instruction through enjoyment and participation in class, and mastery approach goal orientation influenced the quality of instruction through anxiety and class participation. Based on the results of this study, this study suggested the relevance to previous research, significance and limitation of research.

수업참여 측면에서 본 예비 생물교사의 수업지도안과 수업실행 불일치 분석

강경희 사단법인 한국융합기술연구학회 2022 아시아태평양융합연구교류논문지 Vol.8 No.12

This study analyzed the lesson plan prepared by pre-service teachers in terms of class participation. In addition, the mismatch between the lesson plan and teaching practice of pre-service biology teachers in teaching practicum. The elements of class participation were analyzed by dividing them into ‘depth of knowledge’, ‘higher-order thinking’, ‘connectedness to the world beyond the classroom’, ‘substantive conversation’, & ‘social support for student achievement’. As a result of this study, the elements of class participation did not appear well in the lesson plans in the introductory stage. In particular, in the evolving stage, many elements of class participation such as ‘depth of knowledge’, ‘higher-order thinking’, and ‘Connectedness to the world beyond the classroom’ were presented in the class guidance. However, in many cases, the elements of class participation suggested in the lesson plans were not properly implemented in the teaching practice. This result suggests that prre-service biology teachers need to enhance their understanding of class participation when conducting classes. In addition, in the teacher training curriculum, education on strategies to activate learners' participation in class should be provided. 이 연구는 수업참여 측면에서 예비 생물교사의 수업지도안을 분석하는 것이다. 또한 교육실습에서 예비 생물교사의 수업지도안과 수업실행 간 불일치를 살펴보는 것이다. 수업참여의 요소는 ‘지식의 심화’, ‘고차원적 사고’, ‘실생활 연계’, ‘실질적 대화’, 학생 성취를 위한 사회적 지원‘으로 나누어 분석하였다. 이 연구의 결과 수업지도안의 도입단계에서는 수업참여 요소가 제대로 나타나지 않았다. 특히 전개단계에서는 ’지식의 심화‘, ’고차원적 사고‘, ’실생활 연계‘ 등의 수업참여 요소가 수업지도안에 제시되었다. 그러나 예비 생물교사들의 교육실습 중 수업을 분석한 결과 수업지도안에서 제시한 수업참여 요소들이 실제 교수실행에서는 제대로 구현되지 않는 경우가 많았다. 이와 같은 결과는 예비 생물교사가 실제 수업을 진행할 때 수업참여에 대한 이해를 높일 필요가 있음을 시사한다. 또한 교사양성교육과정에서 학습자의 수업참여를 활성화하기 위한 전략에 대한 교육 경험이 제공되어야 할 것이다.

수업 만족도에 영향을 미치는 수업참여 요인 : 치기공(학)과 학생을 중심으로

권순석 대한치과기공학회 2018 대한치과기공학회지 Vol.40 No.3

Purpose: In this study, we aim to provide primary source of data for developing a learning program that enhances the students’ learning by critically analyzing and adopting the effective class participation factors of the students. Methods: A questionnaire survey has been conducted from the beginning of May to the end of October, 2017. Subjects of the survey was the dental technology students living in W-city et al by random sampling method along with written informed consent. Out of 630 distributed questionnaires, 584 results were used for our analysis. Results: Firstly, the average score of the class participation of all the subjects was 3.08 points out of 5.0, which was broken down into class activity (3.53 points), passion about class (3.51 points), communication factors (2.88 points), class preparation (2.77 points), class extension (2.76 points). Secondly, statistically significant correlations were found between class participation and class satisfaction as shown in (p<.01). Class participation factors that affect the class satisfaction were class preparation(p<.001), class activities(p<.001), passion about class(p<.001), which reveals positive and meaningful results. Explanatory power of the model turned out 50.3%. Conclusion : Considering that class preparation, class activities, and passion about class played a key role in class satisfaction of the student, teachers need to be open minded to reflect the learners’ personalized demands and needs in preparing and managing their class. Additionally should be in tandem that provides the students with various routes of class participation.

교사 참여형 교육프로그램(TPEP)을 경험한 초등교사의 과학 수업 전문성 변화 사례 - 시각적 주의를 중심으로 -

김장환,신원섭,신동훈 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.1

The purpose of this study is to identify the effect of Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes with a focus on visual attention. The participants were two elementary school teachers in Seoul and taught science subjects. The lesson topic applied to this study were ‘Structure and Function of Our Body’ in the second semester of fifth grade and ‘Volcano and Earthquake’ in the second semester of fourth grade. The mobile eye tracker SMI’s ETG 2w, which is a binocular tracking system was used in this study. In this study, the actual practice time, participant’s visual attention, visual intake time average, and visual intake time average were analyzed by class phase. The results of the study are as follows. First, as a result of analyzing the actual class execution time, the actual class execution time was almost in line with the lesson plan after the TPEP application. Second, visual attention in the areas related to teaching and learning activities was high after applying TPEP. Factors affecting the progress of the class and cognitive burdens were identified quantitatively and objectively through visual attention. Third, as a result of analyzing the visual intake time average of participants, there was a statistically significant difference in all classes. Fourth, as a result of analyzing the visual intake time average of participants, the results were statistically significant in the introduction(video), activity 1, activity 2, and activity 3 stages in the lecture type class. The Teacher Participation-oriented Education Program (TPEP) for Elementary School Teachers to Improve Class Expertise in Science Classes can extend elementary science class expertise such as self-class analysis, eye tracking, linguistic, gesture, and class design beyond traditional class analysis and consulting.

생태학 관점의 문법수업이 중학생의 수업참여도 및 학습경험에 미치는 영향

김수정 한국어문학회 2022 語文學 Vol.- No.158

The purpose of this study is to investigate the effect of grammar classes from an ecological perspective on middle school students' participation in grammar classes and to identify meaningful learning experiences perceived by students. The subjects of the study were 90 students from four classes in the 3rd year of △△ middle school, and the fourth class was conducted by designing a grammar class that reflects an ecological perspective. In order to measure class participation, the “class participation” scale was used among the questionnaires for measuring perceptions of participation in Korean language classes by Song Hyeon-jeong (2012). In order to verify the effect of the ecological perspective grammar class on learners' “class participation,” the difference between pre- and post-participation was verified. A paired sample t-test was used to analyze the questionnaire data. Inductive category analysis was used for the open-ended survey data designed to explore the learning experiences of middle school students. Following the analysis, it was found that middle school students' participation in grammar classes improved through grammar classes from an ecological perspective, and it was found there was a meaningful learning experience in the areas of interest, reflection on one’s own language, and sensitivity to the Korean language for which the 2022 revised Korean language curriculum aims. Through this, the effectiveness of grammar classes from an ecological perspective has been verified, and it is expected that ecological grammar classes will be used in the school field in the future. 이 연구는 생태학적 관점의 문법 수업이 중학생의 문법 수업참여도에 미치는 영향을 알아보고 학생들이 인식한 유의미한 학습경험을 파악하는 데에 그 목적이 있다. 연구대상은 △△중학교 3학년에 재학 중인 네 학급의 90명 학생이며, 생태학적 관점이 반영된 문법 수업을 설계하여 4차시 수업을 진행하였다. 수업참여도를 측정하기 위하여 송현정(2012)의 국어 수업참여에 대한 인식 측정 설문지 가운데 ‘수업참여’ 척도를 사용하였다. 생태학적 관점의 문법 수업이 학습자의 ‘수업참여도’에 미치는 효과를 검증하기 위하여 사전과 사후의 참여도 차이를 검증하였다. 설문지 분석 방법으로는 대응 표본 t-test를 이용하였다. 중학생의 학습경험을 탐색하기 위한 개방형 설문자료는 귀납적 범주 분석을 활용하였다. 분석 결과, 생태학적 관점의 문법 수업을 통해 중학생들의 문법 수업참여도가 향상된 것으로 나타났으며, 2022 개정 국어과 교육과정이 지향하는 흥미, 자신의 언어 성찰, 국어생활에 대한 민감성 측면에서 유의미한 학습경험을 보여주었다. 이를 통해 생태학적 관점의 문법 수업의 효과성이 검증되었으며 향후 생태학적 관점의 문법 수업이 학교 현장에 활용될 수 있기를 기대해 본다.

수업 방해 요인에 대한 대학생과 교수의 인식 차이 및 학습자의 수업 방해 요인과 수업 참여, 만족도와의 관계

정은이 ( Eun I Jeong ) 안암교육학회 2012 한국교육학연구 Vol.18 No.3

본 연구는 대학 교육에 있어서 수업의 중요성을 인식하고 이를 위해 수업 방해 요인에 대한 대학생과 교수의 인식을 살펴보고 수업 방해 요인이 수업 참여와 만족에 미치는 영향을 알아보고자 하였다. 본 연구의 결과는 다음과 같다. 첫째, 대학생들은 수업 방해 요인으로 교실 내 소음을 가장 많이 언급했으며, 그 다음으로 부적절한 교수 방법, 피곤함과 졸음, 외부 소음, 고민과 스트레스 순으로 응답했다. 수업 방해 요인을 학습자, 교수, 환경 요인을 분류한 결과 학습자 요인이 가장 크고 다음으로 교수 요인, 환경 요인 순인 것으로 나타났다. 둘째, 교수들은 수업 방해 요인으로 기자재 미비를 가장 많이 언급했으며, 그 다음으로 외부 소음, 학생들의 불성실한 태도와 학습 동기 부족, 수업 준비를 안 해 오는 것 등을 언급했다. 수업 방해 요인을 학습자, 교수, 환경 요인을 분류한 결과 환경 요인이 가장 크고 다음으로 학습자 요인인 것으로 나타났으며 교수 관련 요인은 언급되지 않았다. 셋째, 수업방해는 수업 참여 및 만족과 유의미한 부적 상관이 있었으며, 수업 방해 하위 요인들이 수업 참여 및 만족을 설명하는 정도를 살펴 본 결과, 수업 참여에는 학습자 요인이, 수업 만족에는 교수 요인이 유의미한 부적 설명력이 있었다. 본 연구의 결과는 대학 교육의 수월성을 확보하고 보다 질 높은 대학 수업을 실행하기 위한 기초적인 연구로서 의의를 갖게 될 것이다. This study explored college students` and professors` perception about disturbing factors in class and examined their effects on class participation and satisfaction. Results are as follows. First, for college students, the most disturbing factors in class were noises within classroom, inappropriate instructional methods, physical fatigue and sleepiness, noises from outside, and personal worries and stresses in the order. When these factors are categorized into learner factor, instructor factor, and contextual factor, learner factor was perceived as the most critical, followed by instructor factor and then contextual factor. Second, for professors, the most disturbing factors in class were lack of instructional equipment, noises from outside, students` lack of attitudes and motivation to learn, and students` lack of preparedness for class in the order. For professors, contextual factor was perceived as the most critical, followed by learner factor while instructor factor was not mentioned. Third, class disturbance correlated negatively with class participation and satisfaction. Among the subfactors of class disturbance, learner factors was a significant predictor of class participation while instructor factor was a significant factor of class participation. These results provide foundational implications for higher education to establish excellence and improve instructional quality.