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Exploring Liberal Arts Education Classes Using the ‘Telepresence-based Hologram Sharing Education Model’ in University

  • The Journal of General Education
  • 2023, (22), pp.69~100
  • DOI : 10.24173/jge.2023.01.22.3
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : December 20, 2022
  • Accepted : January 11, 2023
  • Published : January 31, 2023

Cho Moo Jung 1

1서울신학대학교

Accredited

ABSTRACT

This study explores and analyzes the relationship between various variables such as teaching presence, learning presence (cognitive presence, emotional presence, social presence), telepresence, and learning effect (satisfaction, willingness to continue learning) of learners in college liberal arts classes for the first time. The results of the study are as follows. First, it was found that the average of the learners who took the lecture with the ‘telepresence-based hologram sharing education model’ was the lowest in terms of teaching presence, learning presence (cognitive presence, emotional presence, social presence), telepresence awareness intensity, and learning effect (satisfaction, learning persistence) and all seven variables were correlated. In particular, the teaching presence and cognitive presence showed the strongest correlation. Second, it was found that there was no difference according to the gender of the learners who took the lecture with the ‘telepresence-based hologram sharing education model’. In addition, the average score of the first and third graders was higher than that of the fourth graders in the intensity of teaching presence and telepresence awareness. Third, it was found that the type of shared education (II) between universities had a higher social sense of presence than the type of shared education (Type I) between campuses. Fourth, the group with high telepresence awareness showed high average scores in both teaching presence, learning presence (cognitive presence, emotional presence, social presence), and learning effect (satisfaction, willingness to continue learning). This study focuses on the first analysis of the status of teaching presence, learning presence (cognitive presence, emotional presence, social presence), and learning effect (satisfaction, willingness to continue learning) of HY-LIVE classes, which applied the ‘telepresencebased hologram sharing education model’ for the first time in college liberal arts classes.

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