´ëÇѾð¾îÇÐȸ ÀüÀÚÀú³Î

´ëÇѾð¾îÇÐȸ

31±Ç 3È£ (2023³â 9¿ù)

¿Â¶óÀÎ ¼ö¾÷¿¡¼­ »óÈ£ÀÛ¿ë ±³¼ö¼³°è°¡ ÇнÀ¸ôÀÔ°ú ÇнÀÁö¼ÓÀÇÇâ¿¡ ¹ÌÄ¡´Â ¿µÇâ: N´ëÇÐ ±³¾ç¿µ¾î ¼ö¾÷ÀÇ »ç·Ê¸¦ Áß½ÉÀ¸·Î

Á¤¼Ò¿µ

Pages : 25-49

DOI : https://doi.org/10.24303/lakdoi.2023.31.3.25

PDFº¸±â

¸®½ºÆ®

Abstract

Jeong, Soyoung. (2023). The effects of interaction instructional design on learning flow and learning persistence: Focusing on the case of a online college English class at N university. The Linguistic Association of Korea Journal, 31(3), 25-49. The purpose of this study is to examine the relationship between each interaction type (instructor-learner, learner-content, learner-system) and learning flow and learning persistence in online college English class based on interaction instructional design. For this purpose, a web survey was conducted on 156 first-year students at N university in 2021. The findings of the research are as follows: First, there was a significant correlation between interaction types and learning outcome variables in class. Among them, interaction between learner-content and class flow (cognitive), interaction between instructor-learner and learning flow (cognitive, behavioral) showed the highest correlation. Second, among the interaction types, the factors that have the highest impact on learning flow were in the order of learner-content interaction, instructor-learner interaction, and learner-system interaction. Third, it was found that instructor-learner interaction precedes learner-content interaction as a factor that affects learning persistence. In conclusion, based on the results of this study, the interaction-based instructional design and methods were suggested to improve not only low-achieving English learner's interaction but also their learning flow and learning persistence.

Keywords

# ¿Â¶óÀÎ ±³¾ç¿µ¾î ¼ö¾÷(online college English class) # »óÈ£ÀÛ¿ë ±³¼ö ¼³°è(interaction instructional design) # Àú¼ºÃë ¿µ¾îÇнÀÀÚ(low-achieving English learners) # »óÈ£ÀÛ¿ë À¯Çü(interaction type) # ¼ö¾÷¸ôÀÔ(learning flow) # ÇнÀÁö¼ÓÀÇÇâ(learning persistence)

References

  • °­¹Î¼®, ¹ÚÀοì. (2010). ÀÌ·¯´× ȯ°æ¿¡¼­ÀÇ ÇнÀÀÚ-±³¼öÀÚ »óÈ£ÀÛ¿ë°¨ ¿äÀÎ ¸ðÇü¿¡ ´ëÇÑ ½ÇÁõÀû Ž»ö. ±³À°°øÇבּ¸, 26(2), 187-215.
  • °­Çö¼÷. (2021). ¿µ¾î´É·Â ¼öÁØ¿¡ µû¸¥ ´ëÇб³¾ç ¿µ¾î ºñ´ë¸é ºñ½Ç½Ã°£¼ö¾÷¿¡ ´ëÇÑ ÀνÄ. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 21(9), 195-209.
  • ±³À°ºÎ. (2020). 2020Çг⵵ ÃÊÁß°íƯ¼öÇб³ ¿ø°Ý¼ö¾÷ ¿î¿µ ±âÁؾÈ. ¼¼Á¾: ±³À°ºÎ.
  • ±Ç¼º¿¬. (2022). Äڷγª19 ÀÌÈÄ ´ëÇп¡¼­ ¿ì¼öÇÑ ¿Â¶óÀÎ ¼ö¾÷¿¡ ´ëÇÑ ±³¼öÀÚ¿Í ÇнÀÀÚÀÇ ÀÎ½Ä ¿¬±¸. ±³À°°øÇבּ¸, 38(4), 1095-1131.
  • ±è¹Ì¿µ. (2022). ½Ç½Ã°£ ¿Â¶óÀÎ ÇнÀÀÇ »óÈ£Àۿ뼺°ú Äڷγª19 À§ÇèÀνÄÀÌ ½Ç½Ã°£ ¿Â¶óÀÎ ÇнÀÁö¼ÓÀÇÇâ¿¡ ¹ÌÄ¡´Â ¿µÇâ: ´ÙÁßÁý´ÜºÐ¼®À» ÅëÇÑ ÇгâÀÇ Á¶ÀýÈ¿°ú. °ü±¤·¹Àú¿¬±¸, 34(4), 429-447.
  • ±è¹ÌÀº, ±è¹ÎÁ¤, ¿À¿¹ÀÎ, Á¤¼ö¿¬. (2020). Äڷγª 19(COVID-19)·Î ÀÎÇÑ ¿Â¶óÀÎ °­ÀÇ ´ëü°¡ °£È£´ëÇлýÀÇ ÇнÀµ¿±â, ±³¼ö¿Í ÇлýÀÇ »óÈ£ÀÛ¿ë ¹× ¿Â¶óÀÎ ¼ö¾÷¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 20(17), 519-541.
  • ±è½Â¿Á. (2018). Çø³µå·¯´× ȯ°æ¿¡¼­ ±³¼ö½ÇÀç°¨, °¨¼ºÀû ½ÇÀç°¨, »çȸÀû ½ÇÀç°¨, ÀÎÁöÀû ½ÇÀç°¨°ú ÇнÀ¸ôÀÔ °£ÀÇ ±¸Á¶Àû °ü°è ºÐ¼®. °Ç±¹´ëÇб³ ¹Ú»çÇÐÀ§³í¹®.
  • ±èÁø¸ð, ¼Õ±ÔÅÂ, ÀÌÀºÇ¥, Á¤Áö¿ë, ÀåÇѺ°, ÀÌÈ­Áø. (2020). ´ëÇÐ ¿Â¶óÀÎ ½Ç½Ã°£ Àü°ø¼ö¾÷¿¡¼­ ±³¼öÀÚ-ÇнÀÀÚ »óÈ£ÀÛ¿ë, ÇнÀÀÚ-ÇнÀÀÚ »óÈ£ÀÛ¿ëÀÌ ÇнÀ¼º°ú¿¡ ¹ÌÄ¡´Â ¿µÇâ: ÇнÀ¸ôÀÔÀÇ ¸Å°³È¿°ú. ³ó¾÷±³À°°ú ÀÎÀûÀÚ¿ø°³¹ß, 52(3), 25-48.
  • ±èÈñÁ¤. (2015). ±³»ç-Çлý °ü°è, ¼ºÃë¸ñÇ¥ÁöÇ⼺, Çо÷Àû ÀÚ±âÈ¿´É°¨ÀÌ ÇнÀ¸ôÀÔ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 15(12), 155-178.
  • ·ùÁöÇå, ±è¹ÎÁ¤, °í±âÁ¤. (2005). ±â¾÷ ÀÌ·¯´×¿¡¼­ ÇнÀÀÚ°¡ Áö°¢ÇÑ ¸¸Á·°¨¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀÎ. ±³À°Á¤º¸¹Ìµð¾î¿¬±¸, 11(4), 191-210.
  • ¸¶½ÂÇý, ÇãÁ¤°æ. (2020). Äڷγª19 »óȲ¿¡¼­ ¿Â¶óÀÎ ¿ø°Ý¼ö¾÷ ÁúÀû Çâ»óÀ» À§ÇÑ ÇнÀÀÚ ÀÎ½Ä Á¶»ç—Åë¹ø¿ª °ú¸ñ ¼ö°­ Çкλý ¼³¹® Á¶»ç¸¦ Áß½ÉÀ¸·Î. ¹ø¿ªÇבּ¸, 21(4), 39-61.
  • ¹Ú¹ÎÁ¤. (2021). ¿Â¶óÀÎ ¼ö¾÷ÀÇ ÇнÀ¼º°ú¿¡ ´ëÇÑ ÀÚ±âÁÖµµÇнÀ, ¼ö¾÷ÀÇ Áú, ÇнÀ¸ôÀÔÀÇ ¿¹Ãø·Â Ž»ö. ±³À°¿¬±¸³íÃÑ, 42(1), 135-162.
  • ¹Ú¼ºÀÍ, ±è¿¬°æ. (2006). ¿Â¶óÀÎ ÇнÀ¿¡¼­ ÇнÀ¸ôÀÔ¿äÀÎ, ¸ôÀÔ¼öÁØ, Çо÷¼ºÃë °£ÀÇ °ü·Ã¼º Ž±¸. ¿­¸°±³À°¿¬±¸, 14(1), 93-115.
  • ¹ÚÁö¿µ, ÀÌÈñ¼ö. (2019). ¼±Ãë¾÷ ÈÄÁøÇÐ ´ëÇлýÀÇ Çо÷Áö¼ÓÀÇÇâ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â »çȸÀû ÁöÁö, ±àÁ¤½É¸®ÀÚº», ÇнÀ¸ôÀÔ, ´ëÇлýÈ°ÀûÀÀ °£ÀÇ ±¸Á¶Àû °ü°è. Á÷¾÷±³À°¿¬±¸, 38(1), 1-20.
  • ¹ÚÇýÁø. (2018). ´ëÇп¡¼­ ÁÁÀº ¼ö¾÷¿¡ °üÇÑ ÇнÀÀÚ ÀÎ½Ä »ç·Ê ¿¬±¸. Àι®»çȸ°úÇבּ¸, 19(4), 161-181.
  • ¼­Á¤¾Æ. (2021). Äڷγª19·Î ÀÎÇÑ ºñ´ë¸é ¿Â¶óÀÎ ±³¾ç¿µ¾î ¼ö¾÷¿¡ ´ëÇÑ ÇлýµéÀÇ ÀÎ½Ä ¿¬±¸. Àι®»çȸ 21, 12(4), 3041-3054.
  • ¼Û¼ö¿¬, ±èÇÑ°æ. (2020). ¾ðÅÃÆ® ½Ã´ëÀÇ ´ëÇб³À°: Äڷγª19¿¡ µû¸¥ ºñ´ë¸é °­ÀÇ ¸¸Á·µµ¿Í ¼ö°­Áö¼Ó Àǻ翡 ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀο¡ °üÇÑ ¿¬±¸. ¾Æ½Ã¾Æ±³À°¿¬±¸, 21(4), 1099-1126.
  • ¼Û¿µ¸í, À¯½Åº¹. (2020). ´ëÇлýÀÇ °íÈ¿°ú ÇÁ·Î±×·¥ Âü¿©µµ¿Í ±³¼ö-Çлý »óÈ£ÀÛ¿ëÀÌ ´ëÇÐ ¸ôÀÔ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 20(16), 885-905.
  • ¼ÛÀ±Èñ. (2021). ´ëÇмö¾÷¿¡¼­ ±³¼öÀÚÀÇ ºñ¾ð¾îÀû Ä¿¹Â´ÏÄÉÀ̼Ç, ÇнÀ¸ôÀÔ ¹× ÇнÀÁö¼Ó ÀÇÇâ °£ÀÇ ±¸Á¶Àû °ü°è. »ó´ã½É¸®±³À°º¹Áö, 8(3), 77-89.
  • À¯ÁöÀº. (2020). ¿Â¶óÀÎ ÇнÀ¿¡¼­ ÀÚ±âÁÖµµÇнÀ´É·Â, »óÈ£ÀÛ¿ë ¹× ¼ö¾÷¸¸Á·µµÀÇ ±¸Á¶Àû °ü°è. ±âµ¶±³±³À° ³íÃÑ, 63(9), 255-281.
  • ÀÌ´Ù½¿. (2021). ¿Â¶óÀÎ Çѱ¹¾î ¼ö¾÷¿¡¼­ÀÇ ÇнÀ½ÇÀç°¨°ú ÇнÀ ¼º°ú¿¡ ´ëÇÑ ¿¬±¸ -ÇнÀ ½ÇÀç°¨, ¸¸Á·µµ, ÇнÀÁö¼ÓÀÇÇâÀ» Áß½ÉÀ¸·Î-. Çѱ¹¾ð¾î¹®È­ÇÐ, 18(1), 93-119.
  • À̼ҿµ, ±èÇüÁØ. (2019). ÀÌ·¯´× ȯ°æ¿¡¼­ ¸ôÀÔ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀÎ ¿¬±¸-»óÈ£ÀÛ¿ë ¿äÀΰú ¾îÆ÷´ø½º ¿äÀÎÀ» Áß½ÉÀ¸·Î. Çѱ¹ÄÜÅÙÃ÷ÇÐȸ³í¹®Áö, 19(10), 522-534.
  • ÀÌÀººó, À̴뿵, ÁÖ¹ÎÈ£. (2022). Äڷγª19(COVID-19)·Î ÀÎÇÑ ´ëÇÐÀÇ ºñ´ë¸é ±³À°È¯°æ¿¡¼­ ±³¼öÀÚÀÇ °³ÀÔ°ú ÇнÀ¸ôÀÔÀÌ ÇнÀ¸¸Á·µµ ¹× ÇнÀÁö¼ÓÀÇÇâ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 22(15), 115-130.
  • ÀÌÀº¼÷, ºÀÀºÁÖ. (2017). °£È£´ëÇлýÀÇ ¼¿ÇÁ¸®´õ½Ê, Çо÷Àû ÀÚ±âÈ¿´É°¨ ¹× ±³¼ö-Çлý »óÈ£ÀÛ¿ëÀÌ ÀÚ±âÁÖµµÇнÀ¿¡ ¹ÌÄ¡´Â ¿µÇâ. µ¿¼­°£È£Çבּ¸Áö, 23(2), 107-114.
  • ÀÌÁö¿¬, ¼ÛÇØ´ö, Àå½Â°æ, ±è¿¬°æ. (2022). The relationship between interaction and learning persistence in metaverse learning environment: The mediating effect of learning engagement and the moderating effect of learning presence. ±³À°Çבּ¸, 60(7), 129-155.
  • ÀåÀ¯Áø, ¼ÛÁöÈÆ. (2021). ½Ç½Ã°£ ¿Â¶óÀÎ ¼ö¾÷¿¡¼­ÀÇ »óÈ£ÀÛ¿ë°ú ¸¸Á·µµ °£ °ü°è: Áö°¢µÈ À¯¿ë¼ºÀÇ Á¶ÀýÈ¿°ú, ÇнÀŵµÀÇ ¸Å°³È¿°ú¸¦ Áß½ÉÀ¸·Î. ±³À°°øÇבּ¸, 37(4), 833-860.
  • ÀåÁ¤ÁÖ, Á¤Ã¶, °íÀÏ»ó. (2008). e-·¯´× ½Ã½ºÅÛ Æ¯¼ºÀÌ ÇнÀÀÚ ¸ôÀÔ°ú ÇнÀ¸¸Á·¿¡ ¹ÌÄ¡´Â ¿µÇâ. Journal of Information Technology Applications & Management, 15(1), 99-116.
  • ÀåÇѺ°, ±èÁø¸ð, ¼Õ±ÔÅÂ. (2022). ¼ºÀÎÇнÀÀÚ ´ë»ó ÀÌ·¯´×¿¡¼­ÀÇ »óÈ£ÀÛ¿ëÀÌ ÇнÀÈ¿°ú¿¡ ¹ÌÄ¡´Â ¿µÇâ¿¡ ´ëÇÑ ¸ÞŸºÐ¼®. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 22(3), 705-720.
  • Á¤´ÙÇý. (2021). ½Ç½Ã°£ ½Ö¹æÇâ ¿ø°Ý¼ö¾÷ »óȲ¿¡¼­ ÃʵîÇлýÀÇ »óÈ£ÀÛ¿ë À¯ÇüÀÌ ÇнÀ¸ôÀÔ¿¡ ¹ÌÄ¡´Â ¿µÇâ: ÀÚ±âÁÖµµÇнÀ ´É·ÂÀÇ ¸Å°³È¿°ú. Çѱ¹±³À°, 48(1), 113-136.
  • Á¤¹«°ü, ÃÖÇ×¼®, ÀÌÇØ¿µ, ±è¹ÎÁö. (2014). ÇнÀÀÚÀÇ Æ¯¼º°ú ÀÌ·¯´× ½Ã½ºÅÛÀÌ °­ÀǸ¸Á·¿¡ ¹ÌÄ¡´Â ¿µÇâ¿¡ °üÇÑ ¿¬±¸: °­ÀǸôÀÔÀÇ ¸Å°³È¿°ú¸¦ Áß½ÉÀ¸·Î. »ó¾÷±³À°¿¬±¸, 28(3), 21-50.
  • Á¤¼Ò¿µ, ¾ööÁÖ. (2021). ´ëÇÐ ¿Â¶óÀÎ ±³¾ç¿µ¾î¿¡¼­ ±³¼öÀÚ¿Í ÇнÀÀÚÀÇ »óÈ£ÀÛ¿ë, ÀÚ±âÁÖµµÇнÀ·Â, °úÁ¦°¡Ä¡ ¹× ¼ö¾÷¸ôÀÔÀÇ ±¸Á¶Àû °ü°è. ¾ð¾îÇÐ, 29(3), 41-66.
  • Á¤¼Ò¿µ, ¾ööÁÖ. (2022). ´ëÇпµ¾î¼ö¾÷¿¡¼­ ±³¼ö-ÇлýÀÇ »óÈ£ÀÛ¿ëÀÌ Çо÷¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâ: ÀÚ±âÁÖµµ¿µ¾îÇнÀ·Â°ú °úÁ¦°¡Ä¡ÀÇ ¸Å°³È¿°ú. ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸, 22(18), 1-17.
  • Á¤ÀºÀÌ. (2010). ´ëÇп¡¼­ÀÇ ÁÁÀº ¼ö¾÷¿¡ ´ëÇÑ ±³¼öÀÚ¿Í ÇнÀÀÚÀÇ ÀνÄ. ±³À°¹æ¹ý¿¬±¸, 22(3), 25-44.
  • Á¤ÇØ¿ë, ±è»óÈÆ. (2002). »çÀ̹ö±³À° È¿°úÀÇ ¿µÇâ¿äÀο¡ °üÇÑ ½ÇÁõÀû ¿¬±¸: °ø°øÁ¶Á÷À» Áß½ÉÀ¸·Î. Á¤º¸½Ã½ºÅÛ¿¬±¸, 11(1), 51-74.
  • Á¤È¿Á¤, Á¤Àç¿ø, ±èµ¿½Ä. (2011). ¸ôÀÔ °æÇèÀ» ÃËÁøÇϱâ À§ÇÑ ÀÌ·¯´× ȯ°æ °³¹ß. Æò»ýÇнÀ »çȸ, 7(3), 129-143.
  • ÁÖ¿µÁÖ, ±èÁö¿¬, ÃÖÇý¸®. (2009). ±â¾÷ »çÀ̹ö±³À°»ýÀÇ ÀÚ±âÁ¶ÀýÇнÀ´É·Â, ÇнÀ¸ôÀÔ, ¸¸Á·µµ, ÇнÀÁö¼ÓÀÇÇâ °£ÀÇ ±¸Á¶Àû °ü°è ºÐ¼®. ±³À°°øÇבּ¸, 25(4), 101-125.
  • ÁÖ¿µÁÖ, À¯³ª¿¬, ¼³Çö³². (2012). »çÀ̹ö´ëÇлýÀÇ Á÷Àå À¯¹«¿¡ µû¸¥ °í¸³°¨, »óÈ£ÀÛ¿ë, ÄÜÅÙÃ÷¸¸Á·µµ, ¼ºÃëµµ ¹× ÇнÀÁö¼ÓÀÇÇâÀÇ ±¸Á¶Àû °ü°è ºÐ¼®. Çѱ¹ÄÜÅÙÃ÷ÇÐȸ³í¹®Áö, 12(5), 525-540.
  • ÃÖº¸±Ý, ¹ÚÈñÁø. (2021). ±³¼ö-Çлý »óÈ£ÀÛ¿ë°ú ´ëÇлý °ü·Ã º¯Àο¡ ´ëÇÑ ¸ÞŸºÐ¼®. ¾Æ½Ã¾Æ±³À°¿¬±¸, 22(2), 403-429.
  • ÃÖ¼÷Èñ. (2023). ºñ´ë¸é ¼ö¾÷¿¡¼­ °£È£´ëÇлýÀÇ ÇнÀ¸ôÀÔ, ¹®Á¦ÇØ°á´É·Â, ±³¼ö-Çлý »óÈ£ÀÛ¿ëÀÌ Çо÷¼ºÃëµµ¿¡ ¹ÌÄ¡´Â ¿µÇâ. ¹®È­±â¼úÀÇ À¶ÇÕ, 9(3), 271-279.
  • ÃÖÀºÁø, ÃÖ¸í¼÷. (2016). ÀÌ·¯´× ȯ°æ¿¡¼­ÀÇ »óÈ£ÀÛ¿ëÀÌ ÇнÀÈ¿°ú¿¡ ¹ÌÄ¡´Â ¿µÇâ¿¡ °üÇÑ ¸ÞŸºÐ¼®. ±³À°°øÇבּ¸, 32(1), 139-164.
  • Çϸí¾Ö, ±èÁ¤¿Á. (2014). ¿µ¾î ÇнÀ½ÇÆи¦ °æÇèÇÑ ´ëÇлýÀÇ ÇнÀ°æÇè°ú ±³¾ç¿µ¾î ±³°ú°úÁ¤¿¡¼­ÀÇ ÇнÀŵµ¿¡ ´ëÇÑ ¿¬±¸. ¿µ¾î±³°ú±³À°, 13(4), 217-241.
  • Çϸí¾Ö. (2020). ¿µ¾î Àú¼ºÃë ´ëÇлýÀÇ ±×¸´°ú ¿µ¾î ÇнÀ µ¿±â Ž»ö. ¿µ¾î¿µ¹®Çבּ¸, 46(1), 237-264.
  • Acosta-Tello, E. (2015). Enhancing the online class: Effective use of synchronous interactive online instruction. Journal of Instructional Pedagogies, 17. from https://files.eric.ed.gov/fulltext/EJ1102879.pdf
  • Bakker, A., Ljubin Golub, T., & Rijavec, M. (2017). Validation of the study-related flow inventory (WOLF-S). Croatian Journal of Education, 19(1), 147-173.
  • Coates, H. (2006). Student engagement in campus-based and online education: University connections. London: Routledge.
  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: HarperCollins Publishers.
  • Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465.
  • Mart©¥nez, A., Dimitriadis, Y., Rubia, B., Gómez, E., & De la Fuente, P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers & Education, 41(4), 353-368.
  • Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-7.
  • Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont: Wadsworth Publishing Company.
  • Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher education students in a virtual classroom. The Internet and Higher Education, 8(2), 97-110.
  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86.