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대학부설평생교육원 성인학습자의 학습자특성과 교육기관특성이 학습성과에 미치는 영향

The Effects on Learning Outcomes by the Characteristics of Adult Learners and Educational Institutions in a University's Lifelong Education

이은상|박하진|방희봉
사단법인 인문사회과학기술융합학회 (The Convergent Research Society Among Humanities, Sociology, Science, and Technology)|2017.06|예술인문사회 융합 멀티미디어 논문지 (Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology)|제7권 제6호|pp. 317-336|DOI 10.35873/ajmahs.2017.7.6.030

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참고문헌

키워드

Learning SatisfactionLearning Outcomes.학습만족학습성과학습자특성교육기관특성Learner CharacteristicInstitute Characteristic
주제분류학제간연구

초록

평생교육에 대한 사회적 변화에 대학은 평생교육원을 설치하여 성인학습자의 교육 욕구를 수행하고 있다. 본 연구는 대전지역 대학부설평생교육원에서 학습 중인 성인학습자 400명을 대상으로 학습만족과 학습성과 간의 인과관계를 학습자특성과 교육기관특성의 변수를 통해 연구분석 하였다. 연구목적을 달성하기 위해 선행연구를 바탕으로 연구모형과 연구가설을 설정하고 이를 설문하여 통계처리하였다. 통계분석에는 SPSS 20.0을 사용하여 인구통계학적 분석과 타당성과 신뢰성 검증을 위한 요인분석 및 상관관계분석을 진행하였으며 AMOS 20.0을 이용해 각 변수들간의 구조관계를 분석하여 연구가설을 검정하였다. 결과적으로 학습성과와 학습만족에는 학습자 특성과 교육기관 특성 모두 영향을 미쳤지만 학습성과에는 학습자특성이 더 많은 영향을 미치고 있었고 학습만족에는 교육기관 특성이 더 많은 영향을 미치는 것으로 분석되었다. 또한 학습만족은 학습성과에 영향을 미치는 것으로 나타났다. 이에 대학부설평생교육원은 교육수요자인 성인학습자 관점에서 소프트웨어(우수한 교육프로그램 제공)의 개선과 함께 하드웨어(교육환경 개선)에 대한 다양한 지원을 한층 더 강화해 교육을 통한 성인학습자의 삶의 질 향상에 노력해야 할 것이다.

Abstract

Nowadays, lifelong education providers are required to innovate their educational paradigms to one more oriented to their customers. Universities, in particular, are regarded as the highest education provider, and should be doubly reliable in the area of lifelong education. Under this social expectation, universities have set up lifelong institutions in order to fulfill their adult learner's educational needs. This study was conducted with the data from 400 Daejon district's adult learners studying in lifelong educational institutions, where the causal relation between learning satisfaction/outcome were analyzed with learner/institution characteristics set as the variable. To achieve this purpose, a research module and hypothesis were conducted upon the preliminary research, which were surveyed and statistically processed. The SPSS 20.0 was used for demographic, factor, and correlation analysis; the latter two to confirm validity and reliability. The AMOS 20.0 was used for verifying our research hypothesis by analyzing the structural relation among the variations. The research results have shown that learning outcomes and satisfaction were influenced by both learner and institution characteristics, but more specifically; learning outcomes were more influenced by the learner's characteristics, while learning satisfaction was affected more by the institution's characteristics. Moreover, learning satisfaction had a direct influence on learning outcomes as well. Therefore, a university's lifelong education should help increase their adult learner's life quality by upgrading the software(providing quality programs) and hardware(enhancing educational environments) to the point of their learner.

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