[논문]문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성

한의령; 정은경

doi:10.17496/kmer.2022.24.1.56

문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성
The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem-Based Learning 원문보기

의학교육논단 = Korean medical education review, v.24 no.1, 2022년, pp.56 - 62

한의령 (전남대학교 의과대학 의학교육학교실) , 정은경 (전남대학교 의과대학 의학교육학교실)

Abstract ▼ AI-Helper

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

주제어

표/그림 (3)

표 Table 1. Tutors' evaluation of students' performance in in-person and videoconferencing PBL
표 Table 2. Social presence and learning satisfaction in videoconferencing PBL
표 Table 3. Comparison of learning satisfaction in videoconferencing problem-based learning between the group that had favorable attitudes towards media comfort, tutors’ role, and students' interactions, and the group that did not

참고문헌 (24)

Azer SA. Interactions between students and tutor in problem-based learning: the significance of deep learning. Kaohsiung J Med Sci. 2009;25(5):240-9.

상세보기
Kang M, Lee S, Kim M, Kim M. The impact of tutors' domain and teaching expertise on medical students' learning outcomes in a PBL environment. Korean Med Educ Rev. 2011;13(2):9-23.

원문보기 상세보기
Choi JY. The effect of instructor's social messages on students' social presence, interaction and perceived learning in web-based instruction [master's thesis]. Seoul: Korea University; 2004.
Short J, Williams E, Christie B. The social psychology of telecommunications. London: Wiley; 1976.
Gunawardena CN, Zittle FJ. Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. Am J Distance Educ. 1997;11(3):8-26.

상세보기
Richardson JC, Swan K. Examining social presence in online courses in relation to students' perceived learning and satisfaction. J Asynchron Learn Netw. 2003;7(1):68-88.
Zhan Z, Mei H. Academic self-concept and social presence in face-to-face and online learning: perceptions and effects on students' learning achievement and satisfaction across environments. Comput Educ 2013; 69:131-8.

상세보기
Stacey E. Social presence online: networking learners at a distance. Educ Inf Technol. 2002;7(4):287-94.

상세보기
Kim S, Kim M. The effects of types of instructor facilitation on learners' social presence, interaction, satisfaction, and learning achievement in an asynchronous web-based discussion. J Educ Inf Media. 2006;12(3): 299-321.
Kang M, Lee J, Hahn J, Lee J. Investigating the relationships among perceived tutor's roles, social presence and learning outcomes in online discussion. J Lifelong Educ HRD. 2010;6(4):159-83.
Biocca F, Harms C. Defining and measuring social presence: contribution to the networked minds theory and measure. Proceedings of the 5th International Workshop on Presence; 2002 Oct 9-11; Porto, Portugal. [place unknown]: International Society for Presence Research; 2002.
Arena SL, Lee YW, Verbridge SS, Muelenaer A, VandeVord PJ, Arena CB. Web conferencing facilitation within problem-based learning biomedical engineering courses. Biomed Eng Educ. 2021;1(1):127-31.

상세보기
Stankovska G, Dimitrovski D, Ibraimi Z, Memedi I. Online learning, social presence and satisfaction among university students during the COVID-19 pandemic. Proceedings of the Annual International Conference of the Bulgarian Comparative Education Society; 2021 Jun 19; Sofia, Bulgaria. Sofia: Bulgarian Comparative Education Society; 2021. p. 181-8.
Lee D, Lee S. Media experience in live streaming video service: comparative study on parasocial interaction and social presence among live sports streaming video service users. Korean J Journal Commun Stud. 2014;58(1):148-77.
Skylar AA. A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues Teach Educ. 2009;18(2):69-84.
Stephens KK, Mottet TP. Interactivity in a web conference training context: effects on trainers and trainees. Commun Educ. 2008;57(1): 88-104.

상세보기
Picciano AG. Beyond student perceptions: issues of interaction, presence, and performance in an online course. J Asynchron Learn Netw. 2002 Jul;6(1):21-40.
Gunawardena CN. Social presence theory and implications for interaction and collaborative learning in computer conferences. Int J Educ Telecommun. 1995;1(2):147-66.
Swan K, Shea P, Fredericksen E, Pickett A, Pelz W, Maher G. Building knowledge building communities: consistency, contact and communication in the virtual classroom. J Educ Comput Res. 2000;23(4): 359-83.

상세보기
Lee DJ. Inquiry into learners' sense of community in online learning environments. J Educ Technol. 2004;20(3):53-73.
Gilkison A. Techniques used by "expert" and "non-expert" tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Med Educ. 2003;37(1):6-14.

상세보기
Lim BR. Teacher's roles in a discussion-based e-learning environment. J Educ Dev. 2005;21(1):79-100.
Cobb SC. Social presence and online learning: a current view from a research perspective. J Interact Online Learn. 2009;8(3):241-54.
Homer BD, Plass JL, Blake L. The effects of video on cognitive load and social presence in multimedia-learning. Comput Human Behav. 2008;24(3):786-97.

상세보기

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증

문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성
The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem-Based Learning 원문보기

Abstract ▼ AI-Helper

주제어

표/그림 (3)

표/그림 (3)

참고문헌 (24)

이 논문을 인용한 문헌

저자의 다른 논문 :

관련 콘텐츠

원문 보기

원문 URL 링크

오픈액세스(OA) 유형

이 논문과 함께 이용한 콘텐츠

AI-Helper ※ AI-Helper는 오픈소스 모델을 사용합니다.

선택된 텍스트

연합인증

문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성 The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem-Based Learning 원문보기

Abstract ▼ AI-Helper

주제어

표/그림 (3)

표/그림 (3)

참고문헌 (24)

이 논문을 인용한 문헌

저자의 다른 논문 :

한의령 (5) 정은경 (29)

관련 콘텐츠

원문 보기

원문 URL 링크

오픈액세스(OA) 유형

이 논문과 함께 이용한 콘텐츠

AI-Helper ※ AI-Helper는 오픈소스 모델을 사용합니다.

선택된 텍스트

문제중심학습 화상토론에서 사회적 실재감과 학습만족도의 연관성
The Relationship Between Social Presence and Learning Satisfaction in Videoconferencing Problem-Based Learning 원문보기