비실시간 비디오 강의와 실시간 웹 컨퍼런싱 강의

• 영문명: Asynchronous Video Lectures and Synchronous Interactive Web Conferencing Lectures: Student Perceptions
• 발행기관: 한국문화융합학회
• 저자명: 하명정(Ha Myung-Jeong)
• 간행물 정보: 『문화와융합』제43권 5호, 87~110쪽, 전체 24쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2021.05.30

영문 초록

Due to the impact of COVID-19 pandemic, online learning environments are more prevalent in higher education than ever before. Many instructors are attempting to emulate traditional instructional methods in the online learning environment as much as possible. Online classes are mainly separated into two categories, (1) synchronous online; and (2) asynchronous online, depending on the nature of the online tool. This study aims to compare asynchronous online environments and synchronous web conferencing environments and their effect on learning experience and satisfaction of students. Participants of the study were 115 students enrolled in 3 team-teaching classes at A University in Cheung-cheong area. The students received instruction in two different types of online learning environments: asynchronous video lectures using Moodle and synchronous web conferencing lectures using Webex. Web-based questionnaires were employed to examine students’ perceptions of synchronous and asynchronous online learning as well as their needs to class forms in the post-COVID era. Descriptive statistics were used to analyze the responses of the students. The results of this analysis suggest that both types of lectures are effective in delivering online instruction. Overall, students noted some positive features of both types of lectures such as comfortable educational environments and efficient time utilization, while network instability, and reduced concentration were shown to be their primary causes of dissatisfaction. The findings also revealed that students preferred asynchronous video lectures in terms of interests, engagement, and efficiency. This finding iterates the importance of repetitive learning on student satisfaction in a course. From these findings, pedagogical implications are briefly discussed and ways of maximizing the effects of online courses are suggested.

목차

1. 서론

2. 이론적 배경

3. 연구 방법

4. 연구결과 및 논의

5. 결론 및 제언

키워드

Higher education Emergency remote teaching Webex Synchronous online learning Asynchronous online learning