원격평생교육에서 만족도와 학습지속의향의 영향 변인 분석
An analysis of the impact of satisfaction and learning persistence in distance lifelong education
0
조회
0
다운로드
15
인용
0
참고문헌
키워드
초록
본 연구는 3P모형을 이론적 틀로 설정하여 원격평생교육원에서 강좌를 수강하는 학생들을 대상으로 자기효능감, 기관의 지원, 심층학습 접근방식, 피상학습 접근방식, 만족도와 학습지속의향 간에 인과관계를 규명하여 향후 원격교육 학습자들의 만족도와 학습지속의향를 향상시키고자 하였다. 세 개의 대학부설평생교육원을 대상으로 편의표집하여 212명을 대상으로 연구를 진행하였으며 구조방정식 모형분석 방법을 사용하였다. 연구의 결과는 첫째, 자기효능감과 기관의 지원이 심층학습 접근방식에 정적인 영향을 미쳤고 둘째, 자기효능감과 기관의 지원은 피상학습 접근방식에 부적인 영향을 주었다. 셋째, 심층학습 접근방식과 피상학습 접근방식은 만족도 각각 정적, 부적인 영향을 미치는 것으로 나타났으며 마지막으로 심층학습 접근방식과 만족도는 학습지속의향에 정적인 영향을 미쳤으나 피상학습 접근방식은 학습지속의향에 부적인 영향을 미치는 것으로 드러났다. 본 연구는 3P모형을 통한 원격기반 평생교육의 학습성과모형을 도출하였다는 점에서 선행연구와 차별되며 학생들의 학습지속의향을 높이기 위한 기초자료를 제공한다는 점에서 의의가 있다.
Abstract
The purpose of the study is to examine a structural relationship among self-efficacy, support of institution, deep approach to learning, surface approach to learning, satisfaction and learning persistence using 3P model and to increase satisfaction and persistence. The research participants were 212 e-learners registered for cyber lectures through an distance lifelong education institution in South Korea, and structural equation modeling was employed to validate the proposed model. The result revealed that self-efficacy and support of institution had a positive effect on deep approach to learning. Second, self-efficacy and support of institution had a negative effect on surface approach to learning. Third, deep approach to learning had a positive effect on satisfaction. But surface approach to learning had a negative effect on satisfaction. Lastly, deep approach to learning and satisfaction had a positive effect on learning persistence and surface approach to learning had a negative effect on learning persistence. This study provide a learning performance based model of distance lifelong education through 3P model. And we expect that the results will contribute to the formation and improvement of fundamental learning strategies for successful distance lifelong education.
참고문헌 (41)
- 권재현, "100세 시대 국가평생학습체제 구축을 위한 온라인 평생학습 지원체제 구축 실행 계획. 개방, 공유, 소통, 협력을 통한 정부 3.0 실현 온라인 평생학습 지원체제 구축을 위한 정책토론회 자료집", 국가평생교육진흥원, ~ (2013)
- 김나영, "사이버교육에서 학습동기, 프로그램, 조직의 지원과 상호작용, 몰입 및 학습성과의 구조적 관계 규명", 교육공학연구, 26(2), pp.53~82 (2010), 한국교육공학회
- 김희동, "평생 교육 과정 만족도에 관한 연구 -향토음식개발, 농가식당 운영과정 만족도를 중심으로-", 경영교육연구, (59), pp.241~257 (2010), 한국경영교육학회
- 문수백, "구조방정식모델링의 이해와 적용" (2009), 학지사
- 박인종, "2013년 학점은행제 운영방향과 과제", 2013 학점은행제 교육훈련기관 CEO 연찬회자료집 (2013), 국가평생교육진흥원
- 최명숙, "대학 교육에서 e-러닝의 학습효과와 관련된변인들의 관계 분석", 교육공학연구, 24(1), pp.27~53 (2008), 한국교육공학회
- 주영주, "사이버교육생의 자기효능감, 내적통제소재, 조직의 지원, 몰입, 만족도 및 학습지속의향간의 구조적 관계 규명", 교육공학연구, 26(1), pp.25~55 (2010), 한국교육공학회
- 주영주, "기업 사이버교육생의 자기조절학습능력, 학습몰입, 만족도, 학습지속의향 간의 구조적 관계 분석", 교육공학연구, 25(4), pp.101~125 (2009), 한국교육공학회
- 주영주, "사이버대학에서 인지된 고립감, 조직의 지원, 만족도, 학습지속의향간 구조적 관계 규명", 전자공학회논문지, 49(10), pp.240~250 (2012), 대한전자공학회
- 한숭희, "한국 평생교육 프로그램 공급패턴 분석 : 2008-2010 평생교육통계조사 자료를 중심으로", 평생교육학연구, 17(4), pp.83~119 (2011), 한국평생교육학회
- Bandura, A., "The explanatory and predictive scope of self-efficacy theory", Journal of social and clinical psychology, 4(3), pp.359~373 (1986)
- Baeten, M., "Using student-centred learning environments to stimulate deep approaches to learning : Factors encouraging or discouraging their effectiveness", Educational Research Review, 5(3), pp.243~260 (2010)
- Biggs, J. B., "Teaching for quality learning at university: What the student does" (2011), McGraw-Hill Education
- Biggs, J., "The revised two factor study process questionnaire : R SPQ ‐2F", British Journal of Educational Psychology, 71(1), pp.133~149 (2001)
- Bouffard-Bouchard, T., "Influence of self-efficacy on performance in a cognitive task", The Journal of Social Psychology, 130(3), pp.353~363 (1990)
- Cheung, C. K., "Job satisfaction, work values, and sex differences in Taiwan's organizations", The Journal of Psychology, 133(5), pp.563~575 (1999)
- Dart, B. C., "Students'conceptions of learning, the classroom environment, and approaches to learning", The Journal of Educational Research, 93(4), pp.262~270 (2000)
- Diseth, Å., "Students' evaluation of teaching, approaches to learning, and academic achievement", Scandinavian Journal of Educational Research, 51(2), pp.185~204 (2007)
- Diseth, Å., "Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement", Learning and Individual Differences, 21(2), pp.191~195 (2011)
- Eley, M. G., "Differential adoption of study approaches within individual students", Higher Education, 23(3), pp.231~254 (1992)
- Ekins, J. M., "The Development of Study Processes in Distance Learning Students" (1992)
- Fowler, D. A., "Defining and determining the impact of a freshman engineering students approach to learning(surface versus deep)", doctor, pp.2003
- Hassan, M. M., "Academic satisfaction and approaches to learning among United Arab Emirates university students", Social Behavior and Personality : an international journal, 30(5), pp.443~451 (2002)
- Holmberg, B., "Theory and practice of distance education" (2005), Routledge
- Joo, Y. J., "Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context", Computers & Education, 62, pp.149~158 (2013)
- Joo, Y. J., "Structural Relationships among E-learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence", Educational Technology & Society, 16(2), pp.310~324 (2013)
- Kember, D., "Evaluating the effectiveness of educational innovations : Using the study process questionnaire to show that meaningful learning occurs", Studies in Educational Evaluation, 23(2), pp.141~157 (1997)
- Kishton, J. M., "Unidimensional versus domain representative parceling of questionnaire items : An empirical example", Educational and Psychological Measurement, 54(3), pp.757~765 (1994)
- Kline, R. B., "Principles and practice of structural equation modeling" (2010), Guilford press
- Lavasani, M. G., "The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement", Procedia-Social and Behavioral Sciences, 5, pp.942~947 (2010)
- Little, T. D., "To parcel or not to parcel : Exploring the question, weighing the merits", Structural Equation Modeling, 9(2), pp.151~173 (2002)
- Maki, R. H., "Prediction of learning and satisfaction in web-based and lecture courses", Journal of Educational Computing Research, 28(3), pp.197~219 (2003)
- Muller, T., "Persistence of woman in online degree completion programs", The international Review of Research in Open and Distance Learning, 9(2), pp.1~18 (2008)
- Nijhuis, J., "The extent of variability in learning strategies and students' perceptions of the learning environment", Learning and instruction, 18(2), pp.121~134 (2008)
- Nora, A., "The role of perceptions of prejudice and discrimination on the adjustment of minority students to college", The Journal of Higher Education, pp.119~148 (1996)
- Pintrich, R. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Educational Psychology, 82, pp.33~40 (1990)
- Prat‐Sala, M., "The interplay between motivation, self‐efficacy, and approaches to studying", British Journal of Educational Psychology, 80(2), pp.283~305 (2010)
- Sass, D. A., "The effects of parceling unidimensional scales on structural parameter estimates in structural equation modeling", Structural Equation Modeling, 13(4), pp.566~586 (2006)
- Shin, N., "Transactional Presence as a Critical Predictor of Success in Distance Learning", Distance Education, 24(1), pp.69~86 (2003)
- Schunk, D. H., "Self-regulation of learning and performance: Issues and educational applications" (1994), Lawrence Erlbaum Associates, Inc
- Trigwell, K., "Evoked prior learning experience and approach to learning as predictors of academic achievement", British Journal of Educational Psychology, 83(3), pp.363~378 (2013)