코로나19 상황 속 대학생의 강의만족도 재분석: 온라인 학습참여의 장소의존성 역설

초록

Universities have drastically increased the proportion of online or blended courses in response to the outbreak of COVID-19. This study aims to examine students’ satisfaction with online-mediated learning during the COVID-19 pandemic. Online or blended courses are often understood to enjoy functional advantages as they can transcend spatial limits. The present study, however, sheds light on the other side of online learning, i.e., the fact that online learning requires individual learners to prepare learning spaces for themselves. We hypothesize that students’ satisfaction with online learning depends in part on ‘learning space’ variables. To test this hypothesis, a series of analyses has been conducted based on a survey dataset for 1,496 undergraduate students attending a Seoul-based university. In line with our hypothesis, the results show that students’ course satisfaction is negatively associated with their difficulty in accessing and/or using adequate learning spaces. This relationship holds even after we take into account a range of other variables. This pattern suggests that online or blended courses do not automatically transcend spatial limits; effective online learning depends on the availability of (or accessibility to) adequate learning spaces.

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