대학의 교육서비스에서 교수자의 역할이 학습성과에 미치는 영향: 수업설계자와 학습촉진자의 역할을 중심으로 The Effect of Lecturer's Roles on Learning Outcomes in University Education: Focused on the Role of Instructional Design and Learning Promotion
The education service quality has received a fair amount of attention as global issues on academic researchers and practitioners. Many previous studies had recognized the importance of instructer's roles as the key success factors in higher education, but there are still exist controversies about the impact of instructor's roles on learning outcomes mainly due to the selection of variables from prior studies. So, The purpose of this study is to investigate the relationship between lecturer's roles and learning outcomes in university's eduction, precisely. To accomplish this purpose, this study estimate the main effects of instructor's roles as instructional design(lecture's construct, operation, syllabus, and time) and learning promotion(instructor's competence, communication skill, humor, appearance) on learning outcomes(learning competence, learning commitment). Also, we investigate the moderating effect of learner's self-efficacy on the relationship between instructor's roles and learning outcomes. Our results partially provide support for both the main effect of instructor's roles, but not find the moderating effect of self-efficacy. We discuss implications and directions for future research.
The education service quality has received a fair amount of attention as global issues on academic researchers and practitioners. Many previous studies had recognized the importance of instructer's roles as the key success factors in higher education, but there are still exist controversies about the impact of instructor's roles on learning outcomes mainly due to the selection of variables from prior studies. So, The purpose of this study is to investigate the relationship between lecturer's roles and learning outcomes in university's eduction, precisely. To accomplish this purpose, this study estimate the main effects of instructor's roles as instructional design(lecture's construct, operation, syllabus, and time) and learning promotion(instructor's competence, communication skill, humor, appearance) on learning outcomes(learning competence, learning commitment). Also, we investigate the moderating effect of learner's self-efficacy on the relationship between instructor's roles and learning outcomes. Our results partially provide support for both the main effect of instructor's roles, but not find the moderating effect of self-efficacy. We discuss implications and directions for future research.
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