성인학습자 대상 혼합학습(BL) 환경에서 문제중심학습(PBL)이교수적·사회적·인지적 존재감 형성에 미치는 영향 탐구

The Effects of Problem-Based Learning on Teaching, Social, and Cognitive Presence Among Adult Learners in Blended Learning Environments

본 연구는 혼합학습(BL) 환경에서 문제중심학습(PBL) 설계 요소가 성인학습자의 교수적·사회적·인지적 존재감(CoI) 형성에 미치는 영향을 규명하고자 하였다. G대학교와 S대학교의 BL-PBL 강좌 수강생 140명을 대상으로 문제 복잡성, 협력 활동 수준, 교수자 지원 수준을 독립변인으로, 자기주도 학습능력과 기술 준비도를 통제변수로 하여 상관분석과 위계적 회귀분석을 실시하였다. 세 설계 요소는 CoI 세 구성 요소 모두와 유의한 정적 상관을 보였으며, 설계 요소 간 높은 상호상관으로 문제 복잡성의 회귀계수는 상대적으로 낮았으나 이는 효과 소멸이 아닌 공유분산 통제 결과로 해석되었다. 교수적·인지적 존재감에는 교수자 지원 수준이, 사회적 존재감에는 협력 활동 수준이 가장 큰 영향을 미쳤으며, 이 효과는 자기주도 학습능력과 기술 준비도를 통제한 이후에도 유지되었다. 본 연구는 세 설계 요소가 상호 결합된 하나의 설계 체계로 기능함을 실증함으로써 BL-PBL 수업 설계와 정책 수립에 이론적·실천적 시사점을 제공한다.

This study examined the effects of Problem-Based Learning (PBL) design elements on the formation of teaching, social, and cognitive presence—the three components of the Community of Inquiry (CoI) framework—among adult learners in Blended Learning (BL) environments. Data were collected from 140 adult learners enrolled in BL-PBL courses at G University and S University. Problem complexity, level of collaborative activity, and level of instructor support were entered as independent variables, while self-directed learning ability and technology readiness served as control variables in correlation and hierarchical multiple regression analyses. All three design elements were significantly and positively correlated with the three types of presence (r = .30–.50, p < .001). Due to high intercorrelations among the design elements, the standardized coefficient for problem complexity was relatively lower than those of collaborative activity and instructor support; this was interpreted not as a loss of effect but as a unique contribution after controlling for shared variance. Instructor support had the strongest influence on teaching and cognitive presence, while collaborative activity had the strongest influence on social presence, and these effects remained significant even after controlling for self-directed learning ability and technology readiness. By empirically demonstrating that the three design elements function as an integrated design system rather than independently, this study offers theoretical and practical implications for BL-PBL course design and related policy development.