사이버학습환경에서 온라인 과제가치, 학교의 지원, 만족도, 학습지속의향 간의 구조적 관계
The Structural Relationship among On-line task value, University support, Satisfaction, Learning persistence in Cyber Education
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초록
본 연구는 사이버대학생을 대상으로 온라인 과제가치, 학교의 지원, 만족도 및 학습지속의향 간의 인과관계를 규명하는 것을 목적으로 하였다. 이를 위해 온라인 과제가치와 학교의 지원을 외생변인으로, 만족도와 학습지속의향을 내생변인으로 설정하고 W사이버대학의 2009학년도 1학기 재학생을 대상으로 웹 서베이를 실시하여 데이터를 수집하였다. 온라인 과제가치와 학교의 지원이 만족도에 미치는 영향을 검증한 결과, 이들 모두 만족도에 유의한 영향을 미쳤다. 온라인 과제가치, 학교의 지원 및 만족도가 학습지속의향에 미치는 영향을 검증한 결과, 학교의 지원과 만족도는 학습지속의향에 유의한 영향을 미쳤으나, 온라인 과제가치는 유의한 영향을 미치지 않았다. 추가적으로 만족도는 온라인 과제가치, 학교의 지원과 학습지속의향 간을 매개하는 것으로 나타나 변인들 간의 간접효과를 확인할 수 있었다.
Abstract
The purpose of the present study is to verify the structural relationship among on-line task value,university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.
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