실시간 온라인 수업에서의 상호작용과 만족도 간 관계: 지각된 유용성의 조절효과, 학습태도의 매개효과를 중심으로

초록

As non-face-to-face online instruction became common after COVID-19, synchronous online instruction is seen as one of the instruction types that can replace offline learning environments. However, the discussion of learners’ perceptions and attitudes in a synchronous situation is still in its infancy. As a result, this study investigated the moderating effect of perceived usefulness in the relationship between faculty-student interaction and learning attitude in a non-face-to-face synchronous online instruction environment, as well as the mediating effect of learning attitudes on the effect of faculty-student interaction on satisfaction. This study also confirmed the moderated mediation impact on whether the mediating effect of learning attitude in the influence of faculty-student interaction on satisfaction is moderated by perceived usefulness. The results of this study are as follows: (1) there was a moderating effect of perceived usefulness in the relationship between faculty-student interaction and learning attitudes, (2) there was a mediating effect of the learning attitude in the relationship between faculty-student interaction and satisfaction, and (3) the mediating effect of the learning attitude was moderated by the perceived usefulness in the faculty-student interaction affecting the satisfaction. In conclusion, this study presented significant implications on what factors faculty and a college should consider in a synchronous instruction environment through the research results.

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