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지원 서비스의 질적 차이에 따른 대학에서의 웹 기반 교육 활용 설명 요인 규명

The Structural Relations of Factors Affecting the Use of Web-Based Instruction(WBI) in Higher Education

한정선|오정숙
한국교육공학회 (Korean Society Of Educational Technology)|2007.03|교육공학연구 (Journal of Educational Technology)|제23권 제1호|pp. 25-61

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참고문헌

키워드

구조방정식웹 기반 교육지원diffusion of innovationweb-based instructionsupport혁신 수용기술 활용the structural equation modeling
주제분류교육학

초록

본 연구는 웹 기반 교육 지원 서비스의 질적 차이에 따라, 대학 교수자들이 웹 기반 교육을 활용하는데 영향을 미치는 요인들과 이 요인들 간의 관계에 차이가 있는지를 규명하고자 하였다. 이를 위하여 문헌 연구를 기반으로 기술 활용에 영향을 미치는 요인들과 요인들 간의 관계를 상정한 후, 실증적인 자료에 근거하여 교수자의 웹 기반 교육 활용에 영향을 미치는 요인들을 검증하고, 이들 간의 관계와 직간접으로나 전체적으로 미치는 영향력을 통합적으로 고찰하였다.웹 기반 교육 지원을 위한 독립기관이 체계적인 지원을 제공하는 E대학과 전담기구 없이 사이버캠퍼스 시스템만을 제공하는 S대학의 전임교원 240명의 응답을 대상으로 구조방정식 모형을 통해 웹 기반 교육 활용도에 영향을 미치는 요인에 차이가 있는지를 분석한 결과, 영향을 미치는 요인과 경로에 차이가 있는 것으로 나타났다. 웹 기반 교육 활용을 지원하기 위한 별도의 독립 기관을 갖추고 다양한 서비스를 제공하는 경우, 웹 기반 교육의 활용 수준에 직접 영향을 미치는 요인은 주관적 규범과 유용함이었다. 나이/교수경력, 웹 활용에 대한 자기효능감, 그리고 지원은 주관적 규범과 유용함을 매개로 하여 웹 기반 교육 활용에 영향을 미치는 것으로 나타났다. 웹 기반 교육 활용을 지원하기 위한 별도의 독립 기관 없이 시스템만 지원하는 경우, 웹 기반 교육의 활용 수준에 직접적 영향을 미치는 요인은 웹 기반 교육의 유용함이었다. 나이/교수경력, 컴퓨터 사용 경험, 그리고 웹 활용에 대한 자기효능감은 웹 기반 교육의 유용함을 매개로 하여 웹 기반 교육 활용에 영향을 미치는 것으로 나타났다.

Abstract

The purpose of this study was to find out the factors affecting the use of WBI by faculty members, and the structural relations of the factors in the two kinds of universities. The universities are significantly different in the number of faculty members and in providing supports for WBI. In order to conduct the study, a structural model for the adoption and utilization of WBI was developed. The model contains two major variables, which are endogenous and exogenous variables. Endogenous variables were computer experience, self-efficacy, subjective norm, user-friendliness, and usefulness. Exogenous variables were age/teaching experience and support. The results of factor analysis showed that user-friendliness and usefulness were measuring similar influences in both universities. Therefore, usefulness was chosen for final analysis due to its reliability. Furthermore, self-efficacy and computer experience were also measuring similar influences in the university with an independent supporting institution for WBI. The similarities made to select Self-efficacy for final analysis. A self-report survey instruments for the study were developed to specify the meaning of each variable. The survey was conducted with the sample of 240 faculty members from the two universities. The result showed that there were significant differences in the factors affecting the use of WBI among faculty members and its structural relations between the two universities. In case of the university that has an independent supporting organization for WBI, five predictors of WBI use were identified. Among the five predictors, subjective norm and usefulness were significant in a direct effect, while age/teaching experience, self-efficacy, and supports were significant in a indirect effect through subject norm and usefulness. In case of the university that does not have any support organization for WBI, only usefulness had a direct effect on the use of WBI, while age/teaching experience, computer experience, and self-efficacy showed an indirect effect through the recognition of usefulness of WBI. Supports and subjective norm showed neither direct nor indirect effect. Based on the result of this study, several suggestions were made for future studies. First, it needs to collect additional data from either interview or observation of the actual WBI classes. Second, it is recommended to take into account other variables that might be relevant to the use of WBI. Third, since the participants were limited to faculty members, the generalization of the results of the study should be limited. This opens a door for further research to identify to what extent the differences persist across various institutions. Finally, based on the understanding of faculty adoption and utilization of WBI, further study needs to be conducted to develop proper strategies for promoting WBI use in higher educational institutions.

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