COVID-19 상황에서 대학생의 학습자특성과 자기조절학습 수준에 따른 비대면수업의 어려움 인식에 관한 연구

A study on the perception of the difficulties of non-face-to-face-online classes for college students according to learner characteristics and self-regulation levels in the COVID-19 situation

본 연구의 목적은 COVID-19 상황에서 대학생의 자기조절학습 상하 수준과 학습자특성인 성, 학년, 계열에 따라 비대면수업의 어려움 인식에 어떠한 차이가 있는지를 분석하는 것이다. 이를 위해 COVID-19 상황으로 모든 수업이 비대면으로 진행된 2020년 2학기에 충북 C대학 전체 수강생을 대상으로 설문을 실시하였다. 학습자특성별 인식은 419명을 대상으로, 자기조절학습은 상하 30%씩 239명을 대상으로 다중응답 교차분석을 실시하였다. 연구결과 첫째, 전체 대학생은 ‘동료와 상호작용’, ‘교수와 상호작용’, ‘LMS’, ‘수업도구’, ‘응답받기’ 순으로 어려움을 인식하였고, 자기조절학습 상하집단 모두 상위 4요인은 전체와 동일했으나 상집단은 ‘고립감’을, 하집단은 ‘과제 및 평가’를 더 어려워하였다. 둘째, 여성은 ‘LMS’를 가장 큰 어려움으로 인식하였고, 전체와 동일한 상위 4요인 외에 여성은 ‘과제 및 평가’를, 남성은 ‘질의하기’를 더 어려워하였다. 셋째, 1학년은 ‘동료와 상호작용’과 ‘고립감’을, 2학년과 3학년은 ‘과제 및 평가’를, 4학년은 ‘질의하기’와 ‘응답받기’를 더 어려워하였다. 넷째, 인문사회계열과 이공계열은 전체와 경향과 비슷하였고, 예체능계열은 ‘피드백 받기’와 ‘고립감’에 대해 더 어려워하였다. 이상의 연구결과는 학생 개인 맞춤형 비대면수업 교수학습지원 전략을 개발하기 위한 기초자료로 활용될 수 있다.

The purpose of this study is to analyze the difference in perception of difficulties in non-face-to-face-online classes according to the upper and lower levels of college student self-regulation and the characteristics of learners by gender, grade, and major in the COVID-19 situation. To this end, in the second semester of 2020, when all classes were held non-face-to-face-online classes due to the COVID-19 situation, a survey was conducted targeting all students at C University in Chungbuk. Excluding insincere responses, multiple response cross-analysis were conducted on 419 learners, targeted for recognition by learner characteristics, and 239 participants (30% each) for high and low self-regulation. As a result of the study, first, all learners across the groups recognized ‘interaction with peers', ‘interaction with professor', ‘LMS', ‘teaching tools', and ‘response', as the top four difficulties in the order listed. The upper group had ‘a sense of isolation' and the lower group had ‘tasks and evaluations' more difficulty. Second, women recognized ‘LMS' as the biggest difficulty. Besides the top four factors, women found ‘tasks and evaluations' more difficult, while men found ‘inquiry’ more difficult. Third, freshmen found ‘interaction with peers’ and ‘a sense of isolation’ more difficult, sophomores and juniors found ‘tasks and evaluations’ more difficult, and seniors found ‘inquiry’ and ‘response’ more difficult. Fourth, Social sciences and Engineering majors showed a similar tendency as the overall result, while Arts majors found ‘receiving feedback’ and ‘a sense of isolation’ more difficult. The above research results can be used as fundamental data for developing personalized non-face-to-face teaching and learning support strategies for students.