대학의 블랜디드 러닝과 면대면 수업의 수업만족도 연구 = A Study on the Satisfaction of learner's Instruction of Blended Learning and Traditional Face-to Face Learning in University

국문 초록 (Abstract)

본 연구의 목적은 대학의 블랜디드 러닝과 면대면 수업의 수업만족도에 차이가 있는지, 수업만족도에 영향을 미치는 변인이 무엇인지를 알아보는데 있다. 이를 위하여 대학생 110명을 두 집단으로 나누어 블랜디드 러닝과 면대면 수업을 15주동안 실시하였다. 연구결과 블랜디드 러닝 집단과 면대면 수업 집단 간에 수업만족도의 차이는 없었다. 수업만족도에 영향을 미치는 변인은 정의적 특성, 환경적 특성, 경험적 특성이었다. 또 블랜디드 러닝집단의 수업만족도에는 경험적 특성 중 예술적 경험이 영향을 미치었으며, 면대면 수업 집단의 수업만족도에는 정의적 특성 중 학문적 자아개념이 영향을 미치었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was as follows ;
1) To examine the difference of the satisfaction of learner's instruction between blended learning and face-to face learning,
2) To examine certain factors influencing blended learning and face-to face learning.
The nine scales were administered to 110 college students. As for statistical analysis was used t-test, multiple regression, and hierarchial multiple regression.
The main finding of this study were as follows ;
1) There was no significant difference in the satisfaction of learner's instruction between blended learning and face-to face learning.
2) Academic self conception, status variable of home, process of variable of home, learning experience, learning strategies had been influenced on the satisfaction of learner's instruction.
3) There was no influencing factors on the own unique contributions concern with the satisfaction of learner's instruction.
4) For blended Learning, art experience had been influenced on the satisfaction of learner's instruction. And for face-to face learning, inferiority of academic self conception had been influenced on the satisfaction of learner's instruction.