플립러닝의 협력적 자아효능감과 학습실재감이 미용관련 수업만족도에 미치는 영향

The Influence of the Collaborative Self-efficacy and Learning Presence of Flipped Learning on Students’ Satisfaction with Cosmetology Courses

This study attempted to investigate the influence of collaborative self-efficacy and learning presence, which have been found as variables affecting students’ course satisfaction among those who took a flipped learning course in the cosmetology department on their satisfaction with courses. This study was conducted on 270 male and female college students located in Gwangju and Jeonnam taking flip-learning classes in beauty major classes. self-entry survey method in which the respondents enter their answers directly was used for the survey. A total of 270 questionnaires were distributed and 247 were retrieved. Excluding 12 questionnaires that had incomplete responses, a total of 235 questionnaires were used for analysis. SPSS for Windows 21.0 statistics package was used to analyze the data and descriptive statistics analysis, frequency analysis, factor analysis, reliability analysis, regression analysis, and were carried out to verify the research problem. The results found the following: First, collaborative self-efficacy had a positive influence on students’ course satisfaction with statistical significance (p<.001). Second, learning presence was classified into three categories: social presence, cognitive presence, and emotional presence. The collaborative self-efficacy revealed a positive effect on learning presence with statistical significance (p<.001). Third, learning presence had a positive impact on course satisfaction with statistical significance (p<.001). Among the three learning presence categories, emotional presence and cognitive presence (p<.05) revealed a statistically significant influence while social presence did not reveal any significant effect.