웹 기반 교육에서 학습자의 자기주도성 및 사전지식과 전달전략이 학습만족도와 학업성취도에 미치는 영향

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 18권 / 3호
ㆍ저자명 : 이종연

목차

I. 서 론
II. 선행연구 검토
Ⅲ. 연구문제
Ⅳ. 연구방법
Ⅴ. 결 과
Ⅵ. 논 의
Ⅶ. 결론 및 제언
참 고 문 헌

한국어 초록

본 연구의 목적은 웹 기반 교육에서 2가지 학습내용 전달전략(학습교재 전략과 음성강의 전략)이 학습만족도와 학업성취도에 미치는 영향을 알아보고, 학습자의 자기주도성과 사전지식을 고려할 때 2가지 전달전략의 효과에 변화가 있는지를 조사하는 것이었다. 49명의 대학생 피험자들을 대상으로 실험연구를 진행한 결과, 웹 기반 전달전략의 주 효과는 발견되지 않았고, 전달전략과 2가지 학습자 변인의 상호작용은 유의한 수준인 것으로 나타났다. 즉, 학습자들의 사전지식 수준이 높을 때 음성강의 보다는 학습교재로 공부하는 것이 보다 높은 학습만족도와 학업성취도를 나타냈고, 반대로 학습자들의 사전지식 수준이 낮을 때에는 음성강의 전략이 보다 높은 학습만족도와 학업성취도를 유발하였다. 자기주도성 수준이 높은 학습자들도 음성강의 보다는 학습교재로 공부했을때 학습만족도가 높은 것으로 나타났다. 학업성취도를 기준으로 할 때 자기주도성과 전달전략의 상호작용 효과는 발견되지 않았다.

영어 초록

The purpose of this study was to investigate the effects of self-direction, prior knowledge and two types of delivery strategies on learner satisfaction and performance in web-based instruction. In the first delivery strategy, self-directed tutorial type material composed of well-organized HTML documents was used to delivery the lesson and students were more likely able to direct their own learning. In the second delivery strategy, lecture type material composed of a presentation file with lecturer's explanation in his or her voice and online white-boarding were used to deliver the lesson and students were less likely able to direct their own learning.Both strategies were implemented on the web.The subjects in this study were forty eight college students. Subjects first completed a self-directed learning readiness scale and a pretest which measured their prior knowledge on learning theories. Subjects were randomly assigned to one of two delivery strategy groups and provided with the lesson about learning theories. Two groups differed only in the way to deliver the content of the lesson.Immediately after completing the lesson, subjects took a learning satisfaction scale and a posttest.Multiple regression analysis revealed that two types of delivery strategies had little significant effect on learner satisfaction and performance. The interaction effects of prior knowledge, self-direction and the delivery strategies, however, were significant.When students had relatively a high level of prior knowledge, the self-directed tutorial type lesson of the first delivery strategy was superior in terms of learner satisfaction and performance. In contrast, when they have relatively a low level of prior knowledge, the lecture type lesson of the second delivery strategy was tend to be superior in terms of learner satisfaction and performance. Students with a high level of self-direction were more satisfied when the self-directed tutorial type lesson was given rather than the lecture type lesson was given. However, the interaction effect of self-direction and delivery strategies on performance was not found.

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