COVID-19로 인한 비대면 창의성 계발 수업의 창의적 자기효능감 변화와 대면 수업과의 차이 탐색

초록

This study seeks to explore how non-face-to-face creativity education at universities influences lear- ners' creative self-efficacy. As society, as a whole, changed in response to COVID-19, the education community began to shift to non-face-to-face methods, but various concerns and problems were faced. Unfortunately, the unprecedented crisis is continuing, and the possibility of another crisis cannot be ruled out. Accordingly, the aim of this study is to identify examples, processes, and effects of non-face-to-face creativity education that can respond to crises and is sustainable, as well as to propose potential solutions. To attain this objective, a total of 473 students at C University in Seoul, including 194 students who participated in face-to-face classes and 279 students who participated in non-face-to-face classes, were studied to measure their creative self-efficacy before and after the classes. A response sam- ple t-test was conducted for the analysis of in-group effectiveness, while an independent sample t-test was used to determine whether there were significant differences between groups. The subfactors of cre- ative self-efficacy, namely self-efficacy in creative thinking and self-efficacy in creative performance, were also examined in all processes. The results of the study are as follows. First, in both face-to-face and non-face-to-face groups, creative self-efficacy based on creativity classes, as well as its sub-factors, showed significant increases. Second, there was no statistically significant difference in creative self-effi- cacy and its subfactors between face-to-face and non-face-to-face groups following the creativity classes. The study demonstrated that even if the creativity classes are conducted in a non-face-to-face environment, they could be as effective as face-to-face classes, which suggests that non-face-to-face classes may have potential for creativity education.

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