e-Learning 학습전략 수준 및 학업성취도 규명

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 18권 / 2호
ㆍ저자명 : 이인숙

목차

I. 연구의 필요성
Ⅱ. e-Learning기반의 학습전략 연구
Ⅲ. 연구 방법 및 절차
Ⅳ. 연구결과
V. 논의 및 결론
참 고 문 헌

한국어 초록

본 연구는 e-Learning 형태의 강좌를 수강하는 성인학습자들의 학습전략 수준 규명 및 학습전략과 학업성취도의 관계를 조사하였다. 연구 대상자는 국내 3개 민간 e-Learning 교육기관이 제공하는 프로그램 중 28개 강좌의 20세 이상 성인 수강자 총 413명이었다.11개 학습전략 유형의 48개 항목으로 구성된 설문조사를 통해 이루어졌다. 본 연구 결과, 성인학습자들은 e-Learning 환경에서 요구되는 학습전략 수준이 전반적으로 높지는 않으며 자신감입증과 태도수립의 수준은 상당히 우수한 반면 표현전략은 가장 저조한 전략으로 나타났다. 시간관리전략, 자기효능감과 긍정적 태도수립 등의 학습전략과 학업 성취도의 높은 상관관계도 재확인해 주고 있다.

영어 초록

This study sought to identify the levels of learning strategies, and the relations between learning strategies and learning achievement. Through this, it attempted to find out any implications for strategies to design and manage e-Learning environments and e-Learning strategies training programs.The participants were 413, over 20 years old adult learners, taking any of 29 courses offered by three different e-Learning companies in Korea. A 48-item survey was administered. The questionnaire was organized into 11 categories as described below. Each item was designed with 5-point Likert scales, using values of 5 for strongly agree and 1 for strongly disagree. Post-hoc, internal consistency reliabilities of the categories were measured with the following Cronbach's alphas: (1) selfdirection (α=.78), (2) expression (α=.75), (3) multiple discussion (α=.74), (4) sociability(α=.74), (5) overload management (α=79), (6) information management(α=.89), (7) asynchronicity management (α=.74), (8) time management (α=.75), (9) information interpretation (α=.84), (10) self-efficacy (one item), (11) positive attitude (one item). Means and Multi-regressions were computed for the questionnaires and 5-point Likert items with negative descriptions were reversed for convenient interpretation.The result showed that adult learners did not have high learning strategies in e-Learning environments. Self-efficacy and positive attitude were relatively high, whereas it appeared that expression strategy was the lowest.The result indicates that time management facilitated better learning achievement as well as cognitive and behavioral involvements in e-Learning environments.Nonetheless, considering not every adult learner did have high competencies in this strategy, external support is especially needed for improving time management strategy or compensating for the weakness of it. Motivational strategies such as self-efficacy and positive attitude, as expected, facilitated better learning achievement.key words : e-Learning, learning strategies, self-regulated learning, learning achievement, adult learning

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