팀 기반 학습에서 지각된 태만이 학습참여에 미치는 영향과 교수설계변인의 조절효과

초록

The purpose of this study is to examine moderating effects of the instructional design variables between students’ perceived loafing and student engagement in a team-based learning environment. For this, a online questionnaire survey was administered to 328 university students. A regression analysis was conducted for determining the effects of students’ perceived loafing on student engagement. A hierarchical analysis was also conducted for analyzing the moderating effects of instructional design variables between students’ perceived loafing and students engagements. The results of this study were as follows. First, perceived loafing negatively affects three subtypes of student engagement: cognitive engagement, emotional engagement, and behavior engagement. Second, instructional design variables have moderating effects between perceived loafing of students and students’ engagement. In particular, three instructional design variables (instructional objectives, instructional materials, and teaching method) have moderating effects between students’ perceived loafing and students’ engagement. In conclusion, perceived loafing should be prevented in team-based learning because perceived loafing may have negative effects on student engagement. Thus, instructional design variables should be carefully employed to enhance students’ engagement: a) instructional objectives should be targeted clearly; b) adequate instructional material should be provided to improve self-efficacy; and c) specific teaching methods should be designed to prompt active students participation.

키워드