LMS 기반 원격교육에서 예비유아교사의 학습 동기와 문제해결능력의 관계 - 이러닝 효능감의 매개 효과와 사회적 실재감의 조절 효과

Relationship between Pre-service Early Childhood Teachers' Learning Motivation and Problem-Solving Ability within an LMS-based remote learning environment : The Mediating Effects of E-learning Efficacy and the Moderating Effects of Social Presence

Objective: This study aims to examine the impact of learning motivation on problem-solving ability in pre-service early childhood teachers within an LMS-based remote learning environment. It seeks to verify the mediating effect of e-learning efficacy on the relationship between learning motivation and problem-solving ability and to assess the moderating effect of social presence. Methods: The subjects of this study were 330 pre-service early childhood teachers, and the collected data were analyzed using the SPSS 25.0 and SPSS PROCESS Macro programs. Results: The analysis of the relationships between learning motivation, problem-solving ability, e-learning efficacy, and social presence revealed that the correlations between all variables were positively significant. E-learning efficacy showed a partial mediating effect on the relationship between learning motivation and problem-solving ability. Conclusions: In an LMS-based remote learning environment, learner motivation, e-learning efficacy, and social presence can influence the problem-solving abilities of pre-service early childhood teachers. In remote learning for preservice early childhood teachers, it is essential to support e-learning efficacy and an appropriately moderate social presence to enhance their motivation.