대학 교수의 TPACK과 교과목 특성에 따른 LMS 활용 패턴 분석

Abstract

The purpose of this research is to investigate university professors’ LMS usage patterns by TPACK and course characteristics. Furthermore, the research explores how the variables affect to quality of courses that students recognized. 91 professors from A University participated in the survey to measure TPACK. The LMS usage data of 567 courses, which the professors were in charge of in the 1st and 2nd semesters of 2021, was analyzed. First, correlationanalysiswas conducted to verify if there are correlations among professors’ TPACK, LMS usage degree, learner participation degree, and course evaluation. Second, multipleregressionanalysis was conducted to verify how the variables affect to course evaluations. In addition, to classify LMS usage patterns, clusteranalysis was conducted, and professors’ TPACK, LMS usage degree, learner participation degree and course characteristics were included as variables. The results of the research are as follows. First, there was no correlation between professors’ TPACK and LMS usage degree. Second, Professors’ TPACK, LMS usage degree and learner participation degree didn’t affect to course evaluations. Third, LMS usage degree(‘giving assignments and feedback providing tool’, ‘learning materials providing tool’, ‘evaluation tool’, and ‘total usage’) showed correlations with learner participation. Fourth, LMS usage patterns was classified in four clusters, and named ‘1: Interaction-oriented’, ‘2: evaluation/feedback-oriented’, ‘3: except-notice passive usage’, ‘4: notice/material services focus’.