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A Study on the Effects of Pre-service Early Childhood Teacher's Perceived Learning Presence on Academic Achievement in Real-time Video Classes in the COVID-19
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코로나-19 상황 실시간 화상원격수업에서 예비유아교사가 인식하는 학습실재감이 학업성취도에 미치는 영향

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Type
Academic journal
Author
kwon yeon jung (우송대학교)
Journal
아시아문화학술원 인문사회 21 인문사회 21 제12권 제5호 KCI Accredited Journals
Published
2021.10
Pages
1,017 - 1,032 (16page)

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A Study on the Effects of Pre-service Early Childhood Teacher's Perceived Learning Presence on Academic Achievement in Real-time Video Classes in the COVID-19
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The purpose of this study is to investigate the level of learning presence and academic achievement perceived by pre-service childhood teacher in real-time video classes conducted with COVID-19 and to verify the effect of learning presence on academic achievement. To this end, a survey was conducted on 93 pre-service childhood teachers enrolled in the Department of Early Childhood Education at a four-year university located in D city, and descriptive statistics, correlation analysis, and multiple regression analysis were conducted. As a result of the study, first, the level of learning presence and academic achievement was high, followed by cognitive, social, and emotional presence. Second, as a result of examining the correlation between learning presence and academic achievement, the sense of learning presence showed a high positive correlation with academic achievement. Third, as a result of examining the effect of learning presence on academic achievement, cognitive, emotional, and social presence, affected academic achievement in order. This is significant in that it suggests the need to prepare educational support plan so that real-time video classes, which will be expanded in post-corona era.
#코로나-19 #실시간 화상원격수업 #예비유아교사 #학습실재감 #학업성취도 #COVID-19 #Real-time Video Classes #Pre-service Early Childhood Teacher #Learning Presence #Academic Achievement

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