Psychological Distance between Students and Professors in Asynchronous Online Learning, and Its Relationship to Student Achievement & Preference for Online Courses

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : Educational Technology International / 11권 / 2호
ㆍ저자명 : Jieun LEE

목차

Introduction
Literature review
Methods
Results
Discussion
References

한국어 초록

Relationships between students’ perception of psychological distance with online professors and theiracademic learning achievement and their intention to continue online learning were examined. Thecourses selected for this study are two online courses: 1) ‘English Grammar’ and 2) ‘TOEIC (Test ofEnglish for International Communication) Preparation’ offered by a campus-based, medium-sizeduniversity. This study employed a mixed-methods approach by conducting a survey as well as one-ononeinterviews with students. Students who feel psychologically distant with the online professorsshow significantly lower degree of perceived learning achievement, and higher tendency not to takeonline courses any more. All the three scales measuring the psychological distance -mutual awareness,connectedness, and availability- with professors turned out to be significantly related with students’perceived learning achievement. According to the result of the interview data analysis, the studentinterviewees unanimously said that the university should limit the number of online courses thatstudents can register in a semester to one or two courses. Most students regard low interactivity ofonline learning as inevitable phenomenon. There is a statistically significant difference in perceivedlearning achievement between the online preferred group and the offline preferred group. Also, thereis a significant difference in connectedness and availability and no significant difference in the degreeof mutual awareness between the online and the offline preferred group.

참고 자료

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