Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

I. 서론
II. 이론적 배경 및 선행연구
    1. 플립러닝
    2. 온라인 학습의 탐구공동체 모형
    3. 집단 응집성
III. 연구 방법
    1. 연구 대상
    2. 수업 절차
    3. 자료 수집
    4. 자료 분석
IV. 연구 결과 및 논의
    1. 실재감과 학습 성과(집단 응집성, 수업 만족도)의 상관관계
    2. 학습 성과(집단 응집성, 수업 만족도)에 대한 실재감의 예측력
V. 결론 및 함의
참고문헌

• 김예나래(단국대학교) | Kim Yenarae
• 표경현(단국대학교) | Pyo Kyong-hyon corresponding author