온라인 수업에서의 학습자-교수자 상호작용, 협력학습, 학업 도전 및 인지적 학습성과 기대의 구조적 관계 분석

초록

Many studies related to online education have been conducted since online and offline instruction began to run simultaneously post COVID-19 pandemic. Therefore, this study verifies the structural relationships and effects between learner–instructor interaction, collaborative learning, academic challenge and expectation of cognitive learning outcomes based on the online class. The findings of this study are as follows: (1) a significant structural relationships exists between learner–instructor interaction, collaborative learning, academic challenge and expectation of cognitive learning outcomes, (2) we discovered a direct effects between learner–instructor interaction and collaborative learning, collaborative learning and academic challenge, academic challenge and expectation of cognitive learning outcomes, and learner–instructor interaction and academic challenge. Additionally, we also discovered an indirect effects between learner–instructor interaction and academic challenge, learner-instructor interaction and expectation of cognitive learning outcomes, and collaborative learning and expectation of cognitive learning outcomes. In conclusion, this study presents significant implications in the areas that faculties should be considered when designing and running online classes.

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