대학 전임교원의 인구통계학적인 변인에 따른 웹 기반 교육 활용에 영향을 미치는 요인에 대한 인식 및 활용정도에 대한 연구
A Study on Relationships between Demographic Factors of University Faculty Members and Use of Web-based Instruction(WBI) in Higher Education
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이 연구는 대학 전임교원의 성별, 나이, 그리고 교수경력과 같은 인구통계학적 변인에 따라 컴퓨터 관련 경험, 웹 활용에 대한 자기효능감, 주관적 규범, 지원, 웹 기반 교육의 유용함, 웹 기반 교육의 사용 편이성 그리고 웹 기반 교육 활용 수준의 차이를 알아보고자 하였다. 서울에 소재한 E대학의 전임교원을 대상으로 자가 응답 설문지를 도구로 사용하여 나이, 교수경력, 성별, 컴퓨터 관련 경험, 웹 활용에 대한 자기효능감, 주관적 규범, 지원, 웹 기반 교육의 유용함, 웹 기반 교육의 사용 편이성 그리고 웹 기반 교육의 활용 수준을 측정하였다. 그리고 인구통계학적 변인에 따른 차이를 알아보기 위하여 일원분산분석을 실시하고 사후검증으로 Scheff 분석(Scheff method for post-hoc comparison)을 실시하였다.연구 결과, 웹 기반 교육의 활용도, 주관적 규범, 그리고 지원에 대한 인식은 교수자의 성별, 나이, 그리고 교수경력에 따라 통계적으로 유의한 차이가 없었다. 교수자의 컴퓨터 사용 경험은 성별에 따른 차이는 없었으나 나이와 교수경력에 따라 통계적으로 유의한 차이가 있는 것으로 나타났으며, 교수자의 웹 활용에 대한 자기효능감은 성별, 나이, 그리고 교수경력에 따라 통계적으로 유의한 차이가 있었다. 마지막으로 교수자의 웹 기반 교육의 유용함과 사용 편이성에 대한 인식은 성별과 나이에 따라 통계적으로 유의한 차이가 없으나, 교수경력에 따라서는 유의한 차이가 있는 것으로 나타났다.
Abstract
The purpose of this study was to investigate the differences among the factors affecting the use of WBI based on instructor's gender, age, and teaching experiences. More specific research questions are listed below. First, are there any significant differences among the factors such as computer experience, self-efficacy, subjective norm, support, usefulness and ease of use, use of WBI pertaining to gender? Second, are there any significant differences among the factors such as computer experience, self-efficacy, subjective norm, support, usefulness and ease of use, use of WBI pertaining to age? Third, are there any significant differences among the factors such as computer experience, self-efficacy, subjective norm, support, usefulness and ease of use, use of WBI pertaining to teaching experiences? Survey instrument for the study were developed. And the self-reported method survey was conducted to get the data with the sample of 137 faculty members. All the data collected in the process were verified through one-way ANOVA and Scheffé method for post-hoc comparison. As results, first, there was significant difference between self-efficacy and gender. Second, there were significant differences among computer experience and self-efficacy pertaining to age. Third, there were significant differences among computer experience, self-efficacy, usefulness and ease of use pertaining to teaching experiences. However, there were not statistically significant differences among subjective norm, support, use of WBI pertaining to gender, age, and teaching experiences.
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