The purpose of this study is to investigate the impact of the rapid transition to online classes due to the COVID-19 epidemic on learning effectiveness by a comparative analysis on learning effectiveness considering different types of offline and online classes for the same subject.
As a result, the interaction between personal motivation and class type is not significant. On the other hand, the interaction between social motivation and class type is significant and overall online class increases engagement with educational issues. In particular, the group with low social motivation showed greater change than the group with high social motivation, so online education seems to be more effective in the group with low social motivation. It means that by stimulating studentsÂ’ social motivation rather than personal motivation, the effectiveness of online education can be enhanced, and it can lead to education outcomes - behavioral changes and attitudes of learners.
In order to revitalize social motivation in the intensely personal space of online, it is necessary to activate social communication methods such as SNS, and development of interpersonal issues and learning materials would be more efficient. In order to derive more specific results, it is necessary to measure the level of prior knowledge and involvement of the participants in class, and to comprehensively investigate and analyze the state of learners before and after class through more variables. Finally, in order to increase the reliability of the research results, it is necessary to clearly prove it through the establishment of a structural model.
Key words: After COVID-19, engagement, offline education, online education, Personal motivation, Social motivation, unification education, ANOVA
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