행위 주체성(agency)과 동기(motivation) 활성화를 위한 대학 온라인 강좌 운영 방안: 교육참여자 인식 조

A study on how to enhance university students’ agency and motivation in online courses: Focusing on learner perceptions

This study focuses on methods to enhance college students’ agency and motivation in an online learning environment. The study included 43 undergraduates who had taken online courses due to the coronavirus outbreak during the spring semester of 2020 at a university in Seoul. The core features of Bandura’s (2001) concept of agency (i.e., intentionality, forethought, self-regulation, and self-reflectiveness) and how the features can contribute to learning motivation were introduced to the students in the class. Then, the students were asked to answer an open-ended essay question inquiring about their perceptions and opinions on what is necessary to improve agency and motivation while taking online courses. The study was conducted online in June 2020. By analyzing the responses, three themes emerged in relation to the features of agency: how to facilitate intentionality and forethought, how to facilitate self-regulation, and how to facilitate self-reflectiveness. In addition to those directly related to Bandura’s agency, four more themes were identified regarding college students’ successful online learning: student-centered activities, the importance of feedback, use of various functions during real-time online lectures, and others (e.g., assessment, learning materials, technical support). Based on the results, recommendations were provided to further enhance college students’ online learning.

This study focuses on methods to enhance college students’ agency and motivation in an online learning environment. The study included 43 undergraduates who had taken online courses due to the coronavirus outbreak during the spring semester of 2020 at a university in Seoul. The core features of Bandura’s (2001) concept of agency (i.e., intentionality, forethought, self-regulation, and self-reflectiveness) and how the features can contribute to learning motivation were introduced to the students in the class. Then, the students were asked to answer an open-ended essay question inquiring about their perceptions and opinions on what is necessary to improve agency and motivation while taking online courses. The study was conducted online in June 2020. By analyzing the responses, three themes emerged in relation to the features of agency: how to facilitate intentionality and forethought, how to facilitate self-regulation, and how to facilitate self-reflectiveness. In addition to those directly related to Bandura’s agency, four more themes were identified regarding college students’ successful online learning: student-centered activities, the importance of feedback, use of various functions during real-time online lectures, and others (e.g., assessment, learning materials, technical support). Based on the results, recommendations were provided to further enhance college students’ online learning.