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Exploring the Change in Creative Self-Efficacy of Non-Face-to-Face Creativity Classes after the COVID-19 Crisis as Compared to Face-to-Face Classes
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COVID-19로 인한 비대면 창의성 계발 수업의 창의적 자기효능감 변화와 대면 수업과의 차이 탐색

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Type
Academic journal
Author
Choi Min Ji (중앙대학교 다빈치미래교양연구소)
Journal
한국예술교육학회 예술교육연구 예술교육연구 제19권 제3호 KCI Accredited Journals
Published
2021.9
Pages
57 - 78 (22page)

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Exploring the Change in Creative Self-Efficacy of Non-Face-to-Face Creativity Classes after the COVID-19 Crisis as Compared to Face-to-Face Classes
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This study seeks to explore how non-face-to-face creativity education at universities influences lear- ners' creative self-efficacy. As society, as a whole, changed in response to COVID-19, the education community began to shift to non-face-to-face methods, but various concerns and problems were faced. Unfortunately, the unprecedented crisis is continuing, and the possibility of another crisis cannot be ruled out. Accordingly, the aim of this study is to identify examples, processes, and effects of non-face-to-face creativity education that can respond to crises and is sustainable, as well as to propose potential solutions. To attain this objective, a total of 473 students at C University in Seoul, including 194 students who participated in face-to-face classes and 279 students who participated in non-face-to-face classes, were studied to measure their creative self-efficacy before and after the classes. A response sam- ple t-test was conducted for the analysis of in-group effectiveness, while an independent sample t-test was used to determine whether there were significant differences between groups. The subfactors of cre- ative self-efficacy, namely self-efficacy in creative thinking and self-efficacy in creative performance, were also examined in all processes. The results of the study are as follows. First, in both face-to-face and non-face-to-face groups, creative self-efficacy based on creativity classes, as well as its sub-factors, showed significant increases. Second, there was no statistically significant difference in creative self-effi- cacy and its subfactors between face-to-face and non-face-to-face groups following the creativity classes. The study demonstrated that even if the creativity classes are conducted in a non-face-to-face environment, they could be as effective as face-to-face classes, which suggests that non-face-to-face classes may have potential for creativity education.
#비대면 창의성 계발 수업 #COVID-19 #창의성 #창의적 자기효능감 #예술창작활동 #non-face-to-face creativity education #COVID-19 #creativity #creative self-efficacy #art creation project

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김영희 / 2020 / 대학생의 COVID - 19로 인한 온라인 학업 경험 / 한국산학기술학회논문지 21(12):278~290 dbpia 도성훈 / 2020 / 코로나19 이후, 인천미래교육에 대한 질문과 상상 / 인천교육정책포럼 자료집 :7~17 google schola 도재우 / 2020 / 면대면 수업의 온라인 수업 전환과정에서 발생하는 설계 장애물에 대한 탐색 / 교육문화연구 26(2):153~173 google schola 박종철 / 2017 / 호텔기업 직원의 창의적 성향을 기반으로 한 창의적 자기효능감이창의적 사고 및 성과에 미치는 영향 / 호텔경영학연구 26(1):157~175 dbpia 송수연 / 2020 / 언택트 시대의 대학교육: 코로나19에 따른 비대면 강의 만족도와 수강지속 의사에 영향을 미치는 요인에 관한 연구 / 아시아교육연구 21(4):1099~1126 dbpia

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