대학생의 전공 학문 영역, 교수적 접근 방식, 학습적 접근 방식이 학습자의 교과목 유용성 및 만족도에 미치는 효과

• 영문명: The effects of college students’ disciplinary differences and perceived approaches to teaching and learning on course satisfaction and usefulness
• 발행기관: 학습자중심교과교육학회
• 저자명: 한재훈(Han Jae Hoon) 전은화(Chon Eun Hwa)
• 간행물 정보: 『학습자중심교과교육연구』제15권 10호, 423~446쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.10.30

국문 초록

교수 학습 상황은 학습에 영향을 미치는 전조 요인, 학습 과정, 그리고 학습결과 요인으로 구성되며, 학습자 특성과 학습 과정에 영향을 미치는 요인들 간의 상호작 용에 따라 학습 결과가 달라진다. 본 연구에서는 학습자의 전공 특성을 학습 전조 요인으로 간주하고 학습자의 교수적 접근 방식에 대한 인식과 학습적 접근 방식을 과정 요인으로 설정하였다. 본 연구의 목적은 학습자의 전공, 교수적 접근 방식, 그 리고 학습적 접근 방식이 수업에 대한 유용성 인식과 만족도에 어떤 영향을 미치는 지를 분석하는데 있었다. 본 연구의 결과로 학습자의 전공 영역에 따라 수업 만족도에 차이가 있다는 점 을 알 수 있었다. 수업 과정에 있어서는 수업에 대한 학습자의 개념 변화를 촉진하 고자 하는 학습자 중심의 교수적 접근이 수업 만족도를 높이는데 기여할 수 있으며, 학습자 중심 접근을 할수록 학습자들은 학습 과정에 심층적으로 접근한다는 결론을 얻었다.

영문 초록

Teaching and learning may be understood as relationships among presage, process, and product factors. These relationships may color the perceptions of teaching and learning experiences. This study has two major objectives. The first is to investigate the congruence or incongruence between approaches to teaching and approaches to learning. The second is to explore the presage and process factors affecting students’ perceptions of a course’s usefulness and their satisfaction with that course. In this study, 309 students from a Career Planning and Self-Development course voluntarily participated. The Approaches to Teaching Inventory-Revised (ATI-R) and Revised Study Process Questionnaire (R-SPQ-2F) were used to investigate students’ perceived approaches to teaching and to learning. To investigate the factors that affected students’ satisfaction and their perceptions of the course’s usefulness, Ordinal Logistic Regression (OLR) was used to explore the relationships among those factors. The results indicated that there was a strong congruence between students’ approaches to teaching and their approaches to learning. Interestingly, we found that students were more likely to adopt deep approaches to learning when they perceived that their instructors were adopting conceptual change/student-focused approaches to teaching. OLR analyses found that students’ perceptions of the course’s usefulness were closely related to their perceptions of the instructors’ conceptual change/student-focused approaches to teaching and soft/applied approaches to discipline. Students’ perceptions of the course’s usefulness were negatively related to their perceptions of the instructors’ information transmission/teacher-focused approaches to teaching. Students who majored in hard or applied science disciplines were more likely to perceive that the course was useful in planning their career paths. This study suggests that approaches to teaching and learning are relational and that the relationship between the approaches may have an impact on students’ satisfaction with the course and perceptions of its usefulness.

목차

Ⅰ. 서론

II. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

참고문헌

키워드

대학생 전공 교수적 접근 학습적 접근 학습 과정 유용성 만족도 college student disciplinary differences approaches to teaching approaches to learning satisfaction usefulness