원격수업을 경험한 예비유아교사의 자기주도학습능력이 학습지속의향에 미치는 영향: 이러닝효능감과 사회적 실재감의 매개효과를 중심으로

The purpose of this study is to examine the relationship between self-directed learning ability, e-learning efficacy, social presence, and learning persistence of pre-service early childhood teachers who experienced distance class, and to investigate the mediating effect of e-learning efficacy and social presence. For this purpose, a survey was conducted on 800 students from the early childhood education department of 15 universities that conducted distance classes, and the final 331 copies were analyzed. The results are as follows. First, it appears that pre-service early childhood teachers prefer distance class, reflecting the fact that distance class has less space and time constraints than face-to-face classes and that it is possible to repeat learning. Second, self-directed learning ability, e-learning efficacy, social presence, and learning persistence of pre-service early childhood teachers who experienced distance class showed positive correlations. It can be inferred that the higher the self-directed learning ability, the higher learning persistence was exhibited. Third, it is found that e-learning efficacy and social presence play a double mediating role in the relationship between self-directed learning ability and learning persistence. Accordingly, implications are provided for ways to improve learning persistence in the future designing distance classes for pre-service early childhood teachers.