블렌디드 학습 경험이 부·울·경 성인 학습자의 자기주도 학습 역량에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aimed to examine the impact of blended (online + offline) learning experiences on the self-directed learning competence of adult learners. As the Fourth Industrial Revolution, digital transformation, and the COVID-19 pandemic have rapidly shifted educational environments toward online formats, the importance of instructional design that strengthens autonomy and learning competence among adult learners has become increasingly evident. An online survey was administered to university students aged 25 and older, focusing on adult learners enrolled in universities across the BuUlGyeong region (Busan, Ulsan, and Gyeongsangnam-do). Using SPSS, the study analyzed the effects of blended learning experiences (such as learning satisfaction, interaction, and learning motivation) on self-directed learning competence. The findings revealed that blended learning experiences significantly and positively influenced the self-directed learning competence of adult learners. Interaction and learning motivation, in particular, were identified as key contributing factors. These results demonstrate the need for participatory blended learning designs that align with the characteristics and learning needs of adult learners.

목차 (Table of Contents)

• Abstract
• I. 서론
• 1. 연구의 필요성 및 목적
• II. 이론적 배경
• 1. 성인 학습자의 특성
• 2. 블렌디드 수업의 개념과 성인 학습자의 적용
• 3. 자기주도 학습과 수업 만족도의 관계
• 4. 블렌디드 학습 경험과 자기주도 학습 역량 간 선행연구
• III. 연구방법
• 1. 연구대상
• 2. 연구도구
• 3. 자료수집 및 분석 방법
• IV. 연구결과 및 고찰
• 1. 조사대상자의 일반적 특성
• 2. 타당성 및 신뢰도 검증
• 3. 기술통계 및 상관관계 검증
• 4. 블렌디드 학습 경험이 자기주도 학습 역량에 미치는 영향
• V. 결론 및 제언
• 참고문헌
• 中文摘要