원격교육매체에 대한 학습자의 인식과 선호도 분석 : 다차원척도법을 적용하여
The learners' perception of distance education media using multidimensional scaling method
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본 연구는 다차원척도법을 이용하여 원격교육매체에 대한 학습자의 인식을 분석해 보려는데 그 목적이 있다. 연구목적을 달성하기 위해서 121명의 원격대학교 학생을 대상으로 인쇄물, 오디오 카세트, 라디오, 텔레비전, 인터넷, 면대면 의사소통간의 유사성을 조사하였고, 매체들에 대하여 9가지 속성을 기준으로 평정하도록 하였으며, 매체에 대한 선호도와 학습자의 특성을 조사하였다. 연구결과를 요약하면, 첫째, 학습자들이 원격교육매체를 분류하는 기준으로는 ① 시각/청각 매체와 학습자통제, ② 선호여부와 자료제시 형태, ③ 학습유용성과 비용 등으로 밝혀졌다. 둘째, 학습유용성 속성은 인쇄물, 인터넷, 면대면에서 높게 나타났으며, 저비용 속성은 인터넷에서 높게 나타났고, 면대면에서 낮게 나타났다. 셋째, 학습자들은 면대면, 인터넷, 인쇄물, 텔레비전, 오디오 카세트, 라디오 순으로 선호하였다. 넷째, 연령이 50대 이상이고 원격교육경험이 3년 이상인 집단은 인터넷을 가장 선호했고, 연령이 40대이고, 원격교육경험이 3년 미만인 집단은 인쇄물을 더욱 선호하였다. 본 연구 결과의 시사점은 원격교육기관에서는 학습자들에게 학습유용성과 선호도가 높은 것으로 인식되는 인터넷과 인쇄물을 다른 매체들보다 더 적극적으로 활용해야 하며, 서로 다른 속성을 가지고 있는 둘 이상의 매체들을 통합하여 사용하는 것이 효과적일 것이라는 점이다.
Abstract
The purpose of this study is to analyze learners' perception of distance educational media. 121 distance education university students participated in this study and they replied the questionnaire that asked similarity and preference of print, an audio cassette, a radio, a television, the internet and a face-to-face communication. In addition, subjects evaluated the 6 media according to the 9 attributes: reality, learner control, information, interaction, usability, immediacy, cost, multi-formality, and learning effect. These data were analyzed by multidimensional scaling methods. Findings were summarized as follows: first, learners classify the media according to visual/audio media, lerner control, preference, presentation form, learning usefulness and cost. Second, attributes related with the learning usefulness factor are higher in print, the internet and a face-to-face communication than in an audio cassette, a radio and a televisions. Moreover, cost attribute is high in the internet but low in the face-to-face. Third, learners preferred a face-to-face communication firstly, preferred print and the internet secondly, preferred a television thirdly, and did not prefer an audio cassette and a radio. Fourth, learners' age and distance education experience were related with their media preference. The result suggests that distance education institutes should reduce the use of an audio cassette, a radio and a television which learners do not prefer and have little learning usefulness and increase the use of print and the internet.
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