자기결정성과 자기주도학습에 의한 기업 이러닝이 학습 만족도에 미치는 영향
The Learning Satisfaction in Corporate E-learning based on Self-Directed Learning and Self-Determination
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Companies want organizational members who take e-learning courses to enjoy the advantages of transcending time and space that e-learning has, but also want what they have learned to help the organization, the work they perform, or their future careers. In addition, while enjoying the effect of reducing education costs compared to offline education through e-learning, it is expected that executives and employees will apply the knowledge and skills learned to the field and perform tasks to achieve results. As COVID-19 continues, many education programs that have been conducted offline at corporate sites have been converted to e-learning, with a larger number of e-learning operations than in the past. This study was conducted based on the perception that learners' learning satisfaction is important for the successful operation of e-learning education, and that learners' own self-directed learning ability and self-determination are important as well as corporate efforts. As a result of the study, hypotheses 1-1, 1-2, 1-3-1, and 1-3-2 that the better the self-determination (autonomy, competence, full-time support, and peer support) is, the higher the learning satisfaction will be. Both Hypothesis 2-1 and Hypothesis 2-2 were adopted that the better self-directed learning (subjectivity, execution ability) is, the higher the learning satisfaction will increase. In conclusion, it is necessary to properly introduce the concepts of self-determination and self-directed learning in corporate education while operating with the corporate education system.
Abstract
Companies want organizational members who take e-learning courses to enjoy the advantages of transcending time and space that e-learning has, but also want what they have learned to help the organization, the work they perform, or their future careers. In addition, while enjoying the effect of reducing education costs compared to offline education through e-learning, it is expected that executives and employees will apply the knowledge and skills learned to the field and perform tasks to achieve results. As COVID-19 continues, many education programs that have been conducted offline at corporate sites have been converted to e-learning, with a larger number of e-learning operations than in the past. This study was conducted based on the perception that learners' learning satisfaction is important for the successful operation of e-learning education, and that learners' own self-directed learning ability and self-determination are important as well as corporate efforts. As a result of the study, hypotheses 1-1, 1-2, 1-3-1, and 1-3-2 that the better the self-determination (autonomy, competence, full-time support, and peer support) is, the higher the learning satisfaction will be. Both Hypothesis 2-1 and Hypothesis 2-2 were adopted that the better self-directed learning (subjectivity, execution ability) is, the higher the learning satisfaction will increase. In conclusion, it is necessary to properly introduce the concepts of self-determination and self-directed learning in corporate education while operating with the corporate education system.
참고문헌 (27)
- 조일현, "기업 e-러닝 Trends", 임금연구, 12(2), pp.4~19 (2004)
- 나일주, "기업교육 10년, 회고와 전망", 기업교육과인재연구, 9(1), pp.5~26 (2007), 한국기업교육학회
- 남궁승은, "기업 이러닝 환경에서 자기주도학습능력이 학습전이에 미치는 영향 : 학습몰입의 매개효과와 학습지원환경의 조절효과", 석사, pp.2021
- 이수경, "기업 e-러닝 학습전이 모형 검증 연구", 교육공학연구, 26(1), pp.1~24 (2010), 한국교육공학회
- Meister, J, "Pillars of E-learning Success" (2002), Corporate University Exchange
- Knowles, M. S, "Self-directed learning: A guide for learners and teachers" (1975), Association Press
- Deci, E. L, "The general causality orientations scale : Self-determination in personality", Journal of research in personality, 19(2), pp.109~134 (1985)
- Ryan, R. M, "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being", American Psychologist, 55(1), pp.68~78 (2000)
- Self-determination theory and basic ne d satisfaction: Understanding human developmen t in positive psychology, "Deci, Edward L", University of Leuven, 1~19, pp.Reserch Report, No.126 (2003)
- Gagné, M, "Self determination theory and work motivation", Journal of organizational behavior, 26(4), pp.331~362 (2005)
- Williams, G. C, "Activating patients for smoking cessation through physician autonomy support", Medical care, 39(8), pp.813~823 (2001)
- Ryan, R. M, "Psychological needs and the facilitation of integrative processes", Journal of personality, 63(3), pp.397~427 (1995)
- Deci, E. L, "Handbook of self-determination research", pp.431~441 (2002), University of Rochester Press
- Houle. C. D, "The inquiring mind: A study of the Adult who continues to learn", pp.14~ (1961), University of Wiscousin Press
- Tough, "The adult’s learning projects: A fresh approach to theory and practice in adult learning" (1979), Toronto Ontario Institute for Studies in Education
- 이석재, "생애능력 측정도구 개발 연구: 의사소통력, 문제해결능력, 자기주도적 학습능력을 중심으로", 연구보고, 15(3), pp.1~146 (2003), 한국교육개발원
- Astin, A, W, "What matter in college? : Four critical years revisited" (1997), Jossey-Bass
- Shin, N. M, "Direct and indirect effects of online learning on distance education", British Journal of Educational Technology, 35(3), pp.275~288 (2004)
- 김창희, "창의적 캡스톤 디자인을 활용한 팀 프로젝트수업 운영에 따른 학습만족도 및 이해도 변화에 관한 연구", (사)디지털산업정보학회 논문지, 13(4), pp.179~191 (2017), (사)디지털산업정보학회[DOI]
- 김성광, "전직지원 프로그램의 자기결정성 요인이 자기효능감, 심리적 안녕감, 학습성과에 미치는 영향", (사)디지털산업정보학회 논문지, 15(1), pp.133~155 (2019), (사)디지털산업정보학회
- 김민희, "원격대학원 진학 교원들의 학습만족도 영향 요인", 한국교원교육연구, 24(3), pp.299~320 (2007), 한국교원교육학회[DOI]
- Vallerand, R. J, "On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale", Educational and psychological measurement, 53(1), pp.159~172 (1989)
- 한정섭, "소셜 네트워크 서비스 이용자의 자기결정성 요인이 자기존중감과 만족을 통해 심리적 안녕감에 미치는 영향", (사)디지털산업정보학회 논문지, 17(1), pp.85~108 (2021), (사)디지털산업정보학회
- Seyler, D. L, "Factors affecting motivation to transfer training", International Journal of Training and development, 2(1), pp.16~ (1998)
- Holton, E. F. III, "The flawed four-level evaluation model", Human Resource Develop, 17(1), pp.5~21 (1996)
- Baldwin, T. T, "Transfer of training: A review and directions for future research", Personnel Psychology, 41(1), pp.63~105 (1998)
- 소경희, "학교교육에 있어서 자기주도학습의 의미", 교육과정연구, 16(1), pp.329~351 (1998)