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사이버 대학에서 내적통제소재, 온라인 과제가치, 시간관리, 학습몰입, 만족도 간의 과목선택권에 따른 영향력 차이 규명

Difference analysis between the groups on course options on locus of control, online task value, time management,learning flow, and satisfaction in the cyber university

주영주|최혜리
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2011.12|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제17권 제4호|pp. 477-497

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참고문헌

키워드

만족도satisfaction내적통제소재internal locus of control시간관리학습몰입learning flowtime management온라인 과제가치online task value과목선택권course option
주제분류교육학

초록

본 연구의 목적은 내적통제소재, 온라인 과제가치, 시간관리, 학습몰입, 만족도와의 구조적인 관계를 규명하고, 과목선택권에 따른 집단간 경로계수의 차이를 살펴보는데 있다. A 사이버대학의 2010년 2학기 재학생을 대상으로 한 차례에 걸쳐 온라인 설문 조사를 실시하였으며, 설문에 응한 응답자는 606명이었으며, 그 중 필수과목을 수강한 학생은 300명, 선택과목을 수강한 학생은 306명이었다. 본 연구에서 확인된 연구결과는 내적통제소재, 온라인 과제가치, 시간관리는 학습몰입에, 내적통제소재, 온라인 과제가치, 학습몰입은 만족도에 영향을 미쳤으며 학습몰입은 온라인 과제가치와 만족도 사이를 부분매개 하고 있는 것으로 나타났고, 시간관리와 만족도 사이를 완전매개하고 있는 것으로 나타났다. 다집단 분석결과, 온라인 과제가치․학습몰입 경로, 시간관리․학습몰입 경로 모두 선택과목 집단이 더 높은 것으로 나타났다. 학습몰입․만족도 경로는 필수과목 집단이 선택과목 집단보다 더 높은 것으로 나타났다. 이와 같은 결과를 통해 학습환경 설계 및 교수법 등이 집단에 따라 다르게 적용될 필요가 있음을 유추해볼 수 있다.

Abstract

The purpose of this study was to compare to groups on course option, and explain to the causal model learning outcomes(learning flow, satisfaction) focused on internal locus of control, online task value, and time management in cyber university. To conduct a present study, a cyber university was chosen with a convenience sampling method and the online survey were conducted among the students enrolled at “department of oriental health science” and “department of yoga and meditation” in the fall semester of 2010. Present study chose department of oriental health science as a required subject group, and department of yoga and meditation as an optional subject group. A total of 606 learners responded both two groups. 300 learners were belong to required subject group, and 306 learners were belong to optional subject group. The major findings of this study are as follows: First, online task value, time management have direct effect on learning satisfaction, but learners’ internal locus of control didn't have a significant effect on learning flow. Second, learners’ internal locus of control, online task value, learning flow have direct effect on learning satisfaction, but time management didn't have a significant effect on learning satisfaction. Third, learning flow partly mediated the relationship between online task value and satisfaction, and fully mediated the relationship between time management and satisfaction. Fourth, results of the comparison study between the groups on course options, both online task value → flow learning path, and time management → learning flow path in optional group have a strong effectiveness than in required group. It was revealed that both locus of control → satisfaction path, online task value → satisfaction path are not significant. Learning flow → satisfaction path in required group have a strong effectiveness than in optional group. Based on these results, there are direct and indirect effect between locus of control. online task value, time management, and learning flow, and satisfaction. Also it was revealed that there are different path between required group and optional group. So we need to use various instructional design, so that we can improve quality of e-learning.

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