성인학습자의 이러닝 학습참여에 대한 학습동기 요인 연구
Exploring the Motivational Factors Influencing on Learner Participation of
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초록
이러닝은 학습자 자율에 의해 진행되므로 성공적인 학습을 위해서는 지속적인 참여를 위한 학습동기가 무엇보다 중요하다. 평생교육에 참여하는성인학습자가 증가하면서 이들의 학습참여와 참여에 영향을 미치는 학습동기에 대한 연구가 필요하다. 학습동기와 학습참여간의 관계를 설명하는기대가치이론과 자기주도학습이론을 바탕으로 학습동기의 구성요소(학습가치, 비용, 자기조절, 일정관리)가 학습참여에 미치는 영향을 분석하였다. 이러닝 프로그램을 MoodleCloud에 구축하였고, 학습자는 설문에 답한 후 학습을 진행하였다. 학습 진행 과정에서 수집한 로그데이터로 산출한학습참여점수와 설문 응답 데이터를 이용하여 회귀분석을 실시하였다. 분석 결과 성인학습자의 이러닝 학습참여에 유의한 영향을 미치는 동기요인은학습가치와 일정관리이며, 학습가치에 대한 생각은 남녀 간의 차이가 있는 것으로 나타났다. 즉 성인학습자가 이러닝 학습 프로그램의 가치를높게 인지할수록, 학습자 스스로 일정관리 능력이 있을수록 학습에 많이 참여한다고 할 수 있다. 이 연구 결과는 학습자와 교수자의 교수·학습전략 수립에 활용될 수 있고, 궁극적으로는 이러닝 중도 탈락을 방지하는 데 도움이 될 수 있다.
Abstract
Since e-learning is conducted based on the learner’s autonomy, motivation to continuously participate is crucial for success ine-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participationand the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed theinfluence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program wasimplemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conductedusing the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstratedthat value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adultlearners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. Thesefindings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to preventdropout in e-learning.
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