학습자가 인식하는 실재감에 대한 구조방정식 기반 국내문헌 메타분석

초록

This study used a meta-analytic structural equation modeling approach targeting empirical studies of domestic learners’ presence to identify the structural relationships between sense of presence, satisfaction, and academic achievement. We extracted 193 correlation coefficients between presence and satisfaction from 87 studies on satisfaction, as well as 148 correlation coefficients between presence and academic achievement from 76 studies on academic achievement published from 2011 to September 2023. The analyses were conducted using the metafor and metaSEM package in the R language environment. The key findings were as followes: (1) social presence partially mediated the relationship between teaching presence and cognitive presence; (2) cognitive presence fully mediated the relationship between teaching presence and academic achievement, as well as partially mediated the between teaching presence and satisfaction; and (3) the learning environment and age as moderators were significant. These findings suggest that teaching presence should be structured to increase social and cognitive presence. In an online learning environment, teaching presence should focus on improving social presence. For short-term learning goals, cognitive presence should focus on improving teaching presence.

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