사이버대학 학습자의 성격유형, 자기주도성, 정보기술에 대한 태도 및 자기효능감과 학업성취도 간의 관계 규명
Relations Among Learner's Personality Types, Self-Direction, Attitudes and Self-Efficacy toward Technology, and Achievement in Cyber University
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초록
본 연구는 사이버대학에서 학습하는 성인학습자를 대상으로 이들이 지닌 개인의 성격유형과 자기주도성, 정보기술에 대한 태도 및 자기효능감과 학업성취도 간의 관계를 규명하고자 하였다. 자료수집을 위해 492부의 설문지를 배부하였고 최종 분석에는 109부의 자료를 이용하였다. 연구결과 학습자의 자기주도성을 예측하는 유의미한 변인은 외향-내향형으로 외향적인 성향이 높아질수록 자기주도성의 수준도 높아지는 것으로 나타났고(t=-3.02, p<.01) 학습자의 성격유형은 웹 기반 학습에서의 학업성취도를 예측하는 유의미한 변인으로 나타나지 않았으나 자기주도성은 학업성취도에 대한 유의미한 예측변인으로 나타나(t=2.01, p<.05) 자기주도성이 증가될수록 학업성취도도 높아짐을 알 수 있었다. 또한 정보기술에 대한 태도 및 자기효능감은 자기주도성과 학업성취도와의 관계에서 상호작용 효과를 가지지 않는 것으로 나타났으나 정보기술에 대한 자기효능감은 학업성취도를 예측하는 유의미한 변인으로 나타나(t=2.61, p<.05) 정보기술에 대한 자기효능감이 높을수록 학업성취도가 높아짐을 알 수 있었다. 이러한 연구결과는 향후 사이버대학의 수업설계에 대한 기초 자료로 활용될 수 있을 것이며 사이버대학 뿐 아니라 교실수업과 웹 기반 수업을 혼용하는 전통적인 대학에서의 웹 기반 수업설계에도 시사점을 제공할 수 있을 것으로 기대한다.
Abstract
The purpose of this study was to identify the relations between individual characteristics and achievement being focused on learner's self-direction. The research questions posed by this purpose were: 1. Do personality types(extraversion-introversion, sensing-intuition, thinking-feeling, and judging-perceiving) predict learner's self-direction in cyber university? 2. Do learner's personality types and self-direction predict achievement in cyber university? 3. Do the attitudes and self-efficacy toward technology utilizing for web-based learning act as intermediary variables between self-direction and achievement in cyber university? Subjects of this study were given the MBTI, SDLRS(self-directed learning readiness scale), the Attitudes scale and Self-efficacy scale toward technology. 109 cases without missing data were used for the analysis of the relations among variables. As results of this study, it is proved that the educational background and extraversion- introversion were significant predictors of self-direction. Also results show that gender, self-direction, and self-efficacy toward technology were significant predictors of achievement in Web-based Learning. However, the attitude and self-efficacy toward technology did not act as intermediary variables between self-direction and achievement in Web-based Learning. These results contributes to the identification of learner characteristics that may predict success in Web-based Learning.
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