[논문]코로나-19 팬데믹으로 인한 체육계열 대학생의 원격수업 학습경험 탐색

이만기; 조은별; 임효성

doi:10.14400/jdc.2021.19.1.421

코로나-19 팬데믹으로 인한 체육계열 대학생의 원격수업 학습경험 탐색
Exploring the Online Learning Experience of College Students Majoring Physical Education in the COVID-19 Pandemic 원문보기

디지털융복합연구 = Journal of digital convergence, v.19 no.1, 2021년, pp.421 - 430

이만기 (인제대학교 스포츠헬스케어학과) , 조은별 (한국해양대학교 교직과) , 임효성 (부산외국어대학교 스포츠산업학부)

초록
AI-Helper

이 연구는 코로나-19로 인한 대학 내 원격수업에 따른 체육계열 대학생의 교육경험과 인식을 확인하고자 수행되었다. 이러한 연구목적을 위해 체육계열 대학생 278명에게 온라인을 통해 원격수업 현황, 원격수업인식(선호도, 만족도)을 조사하였다. 분석방법으로는 SPSS 22.0과 R프로그램을 활용하여 빈도분석, 대응표본 t검증, ANOVA, 워드 클라우드 분석을 적용하였다. 상기한 연구과정을 통해 도출된 결과는 다음과 같다. 첫째, 코로나-19로 인한 체육계열 원격수업 유형에서는 이론 및 실기수업 모두 동영상형이 가장 많이 활용되었다. 둘째, 원격수업 유형의 선호도에서는 이론 및 실기수업 모두 동영상형이 가장 높게 나타났으며, 다음은 강의장면 촬영형, 음성강의형 순으로 나타났다. 셋째, 체육계열 대학생들의 원격수업에 있어 이론수업과 실기수업에 대한 만족도 차이를 분석한 결과 수업유형에 따른 만족도 차이는 없었다. 서술형 응답을 통해 과제의 적절한 활용 여부는 만족도에 영향을 미치는 요인임을 확인하였다. 결과를 반영하여 체육계열 원격수업의 방향과 향후 연구 문제를 제안하였다.

Abstract ▼ AI-Helper

The study was conducted to examine the educational experiences and perceptions of college students in the field of physical education as they were taken remote classes in university due to the effects of the social collective infection caused by COVID-19. To achieve the purpose of the study, an online survey was conducted on 278 university students who major in physical education, and the survey questions include the status of remote classes, remote class recognition (preference, and satisfaction level). As for the analysis method, frequency analysis, response sample t-verification, ANOVA, and word-cradle were performed using SPSS 22.0 and R programs, and all significance levels were set at .05. The results from the above research process are as follows. First, in the types of remote classes in the sports category due to COVID-19, video types were used the most in both theoretical and practical classes, and the following was shown as assignment types. The third type was the voice record lecture type for theoretical classes, and the practical class was the video lecture scene. Second, in the remote class preference for the students, both theory and practical classes, video format were the most prefered, followed by video lecture scene and voice lecture type. Third, the analysis of the differences in satisfaction between theoretical and practical classes of the students showed that there was no difference in satisfaction according to the type of class.

주제어

표/그림 (11)

표 Table 1. Characteristics of the participants
표 Table 2. Type of online class
표 Table 3. Contents of questionaries for survey of type and satisfaction of remote class
표 Table 4. The credits of taking theoretical and practical class
표 Table 5. The difference between the types of onlie classes in theory and practical class
표 Table 7. Differences between experience and preference for online classes
표 Table 6. Preference difference by type of online class
그림 Fig. 1. Word cloud in descriptive response to theoretical class satisfaction
표 Table 8. Satisfaction of theoretical and practical online class
표 Table 9. Satisfaction difference by type of online class
그림 Fig. 2. Word cloud in descriptive response to practical class satisfaction

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