이러닝(E-learning)에서의 성인학습자 중도탈락 관련 참여 동기 설문지 개발
Development of a Scale to Assess Participation Motivation Related to Dropout of Adult Learners in E-learning
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이 연구는 Keller (1987)의 ARCS 교수설계 모델의 네 가지 조건 (Attention, Relevance, Confidence, Satisfaction)에 기반 해 이러닝에 참여한 학습자(기업체 근무자)들의 이러닝 중도탈락에 관련한 "동기 스케일(motivation scale)"을 개발하는 데 그 목적이 있었다. 연구자는 이를 위해 설문지 개발을 위한 몇 단계의 엄격한 절차를 따랐고, 최종적으로 223명의 유효한 표집을 얻어 자료 분석에 이용하였다. 이 연구에서는 두 가지 모델 즉, (1) 상호 연관되어 있지만 각기 독립적인 하위 네 영역으로 (Attention, Relevance, Confidence, Satisfaction) 구성된 설문지 구조와 그리고 (2) 이들 하위의 네 영역이 또 다른 하나의 상위 요인 아래 묶여 있는 구조의 검증을 위해 확인적 요인분석(confirmatory factor analysis)을 실시하였다. 확인적 요인분석 결과, 이들 두 모델들은 모두 수집된 자료에 잘 부합하였다. 최종적으로, 모델의 간략성과 χ2 차이 검증을 통해 네 가지의 하위 영역을 아우르는 상위 모델을 베스트 모델로 선정하였다. 이 연구는 고등교육과 같은 공공 교육은 물론 HRD 영역의 이러닝 중도탈락에 관련된 중요한 몇 가지 시사점을 다루고 있다. 또 연구자는 EPMS의 전반적인 타당도를 검증하기 위한 추후 연구가 필요함을 지적하고 있다.
Abstract
The purpose of this study was to develop a psychometric scale of motivation (the EPMS) related to the phenomenon of dropout in e-learning in the workplace, based on Keller's (1987) ARCS model of motivational design. Several rigorous steps for the scale development were adapted. Two confirmatory factor analyses (CFAs) were conducted to test the hypothesized models, including four motivational factors initially designed using the ML factor estimation for the final sample of 223. One was the correlated four-factor first order model using 19 items and the other was a four-factor higher order model with the same number of items. Although those two models fit the data well, the four-factor higher order model was chosen as the best model based on parsimony and a χ2 difference test between those two models. By carefully considering and testing the statistical properties of the collected data, the researcher has demonstrated that the EPMS provides a more valid measurement of the e-learning participation motivation construct than some scales earlier developed.
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