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본 연구는 중학생들을 대상으로 사이버수업을 실시하여 그 효과를 분석해보았다. 특히, 사이버수업의 운영유형(실시간, 비실시간)에 따른 학업성취도 및 학습만족도를 살펴보는 데 초점을 두었다. 학업성취도에 있어서는 실시간으로 운영할 때 더 높은 학업성취도를 보였으며, 수업운영유형과 학습자의 학업능력 수준간에는 상호작용 효과가 없는 것으로 나타났다. 학습만족도에 있어서는 시점을 달리하여 2번 측정해본 결과, 수업운영유형과 측정시점간에 상호작용 효과가 있는 것으로 나타났다. 시점 1에서는 실시간 집단이 더 높은 학습만족도를 보인 반면, 시점 2에서는 두 집단간에 유의미한 차이가 없는 것으로 나타났다. 즉, 시간이 경과함에 따라 실시간 집단은 초기의 만족도 수준과 비슷하거나 약간 떨어진 수준의 만족도를 보인 반면, 비실시간 집단은 점차적으로 좀더 긍정적인 태도를 보이는 것으로 나타났다.


This study examined the effectiveness of cyber lessons for middle school students. More specifically, it explored whether different ways of running cyber lessons (realtime and non-realtime) and learning ability of students affect students' learning achievements. This study also examined whether different ways of running cyber lessons differ in terms of learners' learning satisfaction. For this purpose, two experimental treatments were prepared: realtime and non-realtime conditions. 43 students were assigned into one of these 2 conditions. Seven lessons were developed for both groups. The experiment was carried out in a middle school in Kyonggi Do. Pre-and post-test on student achievement were administered and attitude questionnaire was conducted twice, one after the 2nd lesson and the other after the 7th lesson. Several individual interviews were also conducted. To analyze the data, ANCOVA, ANOVA, and repeated measure design were used. The major findings of this study are as follows: First, students participating in realtime lessons performed better than those in the non-realtime lessons regardless of learning ability of students. Second, in Time 1 the realtime group showed much more favorable attitude toward their treatment. However, in Time 2 there was no difference in these two experimental groups in terms of their satisfaction toward their treatment.