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MOOC 학습 맥락에서 자기조절학습전략과 미디어 멀티태스킹의 매개효과

Mediation effects of self-regulated learning strategies and media multitasking in MOOCs

임규연|한가형
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2020.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제26권 제1호|pp. 183-206|DOI http://dx.doi.org/10.15833/KAFEIAM.26.1.183

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자기조절학습전략MOOC인지욕구need for cognitionmedia multitaskingself-regulated learning strategy미디어 멀티태스킹지각된 학습perceived learning
주제분류교육학

초록

본 연구는 MOOC 학습 맥락에서 학습자의 인지욕구와 학습자가 인식한 학습성과의 관계에서 학습 과정 중의 미디어 멀티태스킹 행동과 자기조절학습전략에 미치는 영향을 살펴보고자 하였다. 미디어 멀티태스킹(media multitasking)이란 일반적으로 두 개 이상의 업무를 수행하는 과정에서 그 중 하나 이상이 미디어를 통한 업무인 경우를 의미하며, 본 연구에서는 MOOC 학습환경에서 학습이라는 목적에 초점을 맞춰 학습과 관련된 미디어 멀티태스킹 행위를 탐색하였다. 이를 위해 국내 K-MOOC 강좌 수강생을 대상으로 설문을 실시하여 최종적으로 164명의 자료를 분석하였으며, SPSS PROCESS macro를 이용한 부트스트래핑(bootstrapping)을 통해 단순매개 및 이중매개효과를 검증하였다. 연구 결과 학습자의 자기조절학습전략의 사용은 인지욕구와 미디어 멀티태스킹 행동 사이를 매개하였고, 학습자가 지각하는 인지적 학습성과와 정의적 학습성과 사이 또한 매개하는 것으로 나타났다. 또한 학습자의 인지욕구와 지각된 인지적 학습 사이의 관계에 있어서 자기조절학습전략의 사용을 통한 미디어 멀티태스킹 행동의 이중매개효과가 존재하는 것으로 나타났다. 본 연구 결과를 바탕으로 온라인 기반 MOOC 학습환경에서의 학습에 유의미한 미디어 멀티태스킹 행동을 촉진하기 위한 방안 및 자기조절학습전략의 사용을 통한 학습성과 향상과 관련하여 시사점을 제시하였다.

Abstract

The purpose of this study is to examine the effects of media multitasking behavior and self-regulated learning strategy during the learning process on the relationship between learners’ need for cognition(NFC) and perceived learning in the MOOC learning context. An online questionnaire was distributed to the students of K-MOOC courses in South Korea, and the data from 164 respondents were analyzed. SPSS PROCESS macro was used for simple and multiple mediation analysis. As a result, the use of learners’ self-regulated learning strategy mediated between NFC and media multitasking behavior, and also mediated between learners’ NFC and perceived cognitive and affective learning. In addition, the relationship between learners’ NFC and perceived cognitive learning was found to have a dual mediating effect of media multitasking behavior through the use of self-regulated learning strategies. Based on the research results, this study suggests implications for the media multitasking behavior that is meaningful for learning in an online-based MOOC learning environment and also suggests the active use of self-regulated learning strategies to improve learning outcomes.

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