온라인 직무교육에서 자기효능감, 학습몰입에 영향을 미치는 학습자요인 분석_커리어컨설턴트를 중심으로

양수우,장재홍 한국교육방법학회 2023 교육방법연구 Vol.35 No.2

This study aims to identify the learner factors that influence self-efficacy and learning engagement in online job training for career consultants. To achieve this, a study was conducted with 156 career consultants working in public and delegated employment service agencies, the University Job Center. The study empirically investigated the relationship between learner factors (psychological, demographic background and environmental) and self-efficacy and learning engagement. The analysis revealed the following: First, learner psychological factors, specifically self-regulated learning, had a significant effect on self-efficacy and learning engagement in online job training for career consultants. Second, learner demographic factors such as gender, position, and years of service did not have a significant effect on self-efficacy and learning engagement. However, age had a significant effect on self-efficacy and an inverse effect on learning engagement. Third, learner environmental factors, particularly interactions, differed depending on the type of interaction. Learner-system interaction had a significant effect on both self-efficacy and learning engagement. However, teacher-learner interaction had a significant effect only on self-efficacy and not on learning engagement. Finally, learner-learner interaction had a significant effect on learning engagement but not on self-efficacy. Based on these findings, implication for improving online job training for career consultants are proposed.

교수자와 학습자 간의 소통과 학습자의 자발적・비자발적 학습 선택이온라인 학습의 학습 몰입에 미치는 영향

조진현 인문사회 21 2022 인문사회 21 Vol.13 No.1

The Effects of Instructor-Learner Communication andLearener’s Voluntary and Non-voluntary Selection ofthe Course on Learning Engagement in Online LearningJinhyun Joe Abstract: The purpose of this study is to investigate the effects of communication between Instructor and Learners and voluntary and non-voluntary selection of the course on learning engagement in online learning. The participants in this study were 23 students who selected the class voluntarily and 18 students non-voluntarily. To verify the effect of instructor’s communication and learners’ voluntary and non-voluntary selection of the course on learners’ learning engagement, cognitive and affective learning flow scale was surveyed and analyzed by t-test. The result of data analysis showed that there were statistically significant differences in instructor’s role for engagement in online lectures in non-voluntarily selected course group, but not in the voluntarily selected course group. Also, the research used open-ended questionnaire to investigate factors on voluntary and non-voluntary learners’ online learning engagement. Various factors came from the responses except the value of communication between instructor and learners for online learning engagement. Based on these findings, the study suggests that lecturers should consider the context of learner’s course selection when planning and designing online courses. Key Words: Instructor-Learner Communication, Learner’s Voluntary and Non-voluntary Selection of the Course, Learning Engagement, Online Learning 교수자와 학습자 간의 소통과 학습자의 자발적・비자발적 학습 선택이온라인 학습의 학습 몰입에 미치는 영향조 진 현* 요약: 본 연구의 목적은 교수자와 학습자 간의 소통과 학습자의 자발적・비자발적 학습 선택이 온라인 수업의 학습 몰입에 미치는 영향에 대해 알아보는 것이다. 이 연구를 위해 자발적으로 학습 선택을 한 23명의 학습자와 비자발적으로 학습을 선택한 18명의 학습자를 실험대상으로 하였다. 교수자와 학습자 간의 소통과 자발적・비자발적 학습 선택 의지가 학습 몰입에 미치는 영향을 조사하기 위해, 인지적・정의적 변인의 학습몰입척도를 사용하였으며 t검증을 하였다. 데이터 분석 결과, 비자발적으로 과목을 선택한 학습자 집단에서는 교수자가 학습몰입에 대단히 영향을 미치는 것으로 나타났지만, 자발적으로 학습을 선택한 집단에서는 통계적으로 유의미한 차이를 보이지 않았다. 또한 자발적・비자발적 학습 선택에 따른 학습자들의 온라인 학습에 대한 몰입요인을 알아보기 위해 개방형 설문을 사용하였다. 온라인 학습 몰입에 관해 교수자와 학습자 간의 소통의 중요성 이외에도 많은 요인들이 있음을 보여 주었다. 이 연구결과를 토대로 교수자들은 온라인 수업을 계획하고 구성을 할 때 학습자의 학습 선택 상황도 고려해야 할 것으로 보인다. 핵심어: 교수자와 학습자 간의 의사소통, 자발적・비자발적 학습 선택, 온라인 학습. 학습 몰입 □ 접수일: 2022년 1월 25일, 수정일: 2022년 2월 16일, 게재확정일: 2022년 2월 20일* 조선이공대학교 교양학부 부교수(Associate Professor, Chosun College of Science & Technology, Email: unquejoe@hanmail.net)

Online Learner Engagement in Lifelong Learning and Higher Education: Strategies, Opportunities, Challenges

Christie Schultz,Katy Campbell APEC국제교육협력원 2009 Asia-Pacific Cybereducation Journal Vol.5 No.2

“Learner engagement” in higher educ ation is a challenging goal, even more so as we consider designing for, and supp orting, lifelong learners online. Learning organizations, from traditional to cybersystems, are tempted to look for universal plans and strategies that promise specific and guaranteed outcomes for students. While there are some universal strategies worth considering that support online learner engagement, we must also familiarize our selves with diverse sociocultural contexts of lifelong learning and about the effect of “engagement” as an explicit conceptual framework for developing online learning environments. As we work to further devel op online learner engagement, we must also consider the impact of interactions between and among instructional designers, subject matter experts, instructors, learners, the broader community, and the learning institution. These interactions in culturally -based, dynamic communities of learning and practice shift instructional design away from the purely predictable towards engaged learning. In this discussion paper, originally pre sented as a conference paper for the e-Lea rning Asia Conference 2009, we contrast institutional and sociocultural (global) responses to lifelong learning in the online environment, share Canadian approaches to engaged learning and instructional design, and reflect upon key questions about the development of engaged learning opport unities for online learners.

원격교원연수의 참여에 영향을 미치는 학습자 특성 분석

김혜숙(金惠淑),유신복(兪信福) 서울대학교 교육연구소 2016 아시아교육연구 Vol.17 No.3

본 연구는 원격교원연수(이하 원격연수)의 참여에 영향을 미치는 학습자 특성을 분석하기 위하여 총 2,204명의 초 · 중등학교 교사를 대상으로 설문을 실시하였다. 원격연수 참여도 문항은 선행연구와 예비검사 및 본검사에 대한 요인분석 결과를 바탕으로 인지적 참여와 정서적 참여로 구성하였다. 연구 결과는 다음과 같다. 첫째, 중다회귀 분석 결과, 원격연수의 인지 및 정서적 참여에 공통적으로 영향을 미치는 학습자 특성은 과제 가치, 자기효능감, 원격연수 만족도, 성별인 것으로 나타났다. 즉, 과제가치 및 자기효능감이 높은 교사일수록, 원격연수에 대한 만족도가 높을수록, 남교사일수록 인지 및 정서적 참여가 높았다. 학교 급의 영향은 정서적 참여에서만 그 차이가 통계적으로 유의하였으며, 중 · 고등학교 교사일수록 정서적 참여가 높았다. 둘째, 원격연수 참여 목적을 기준으로 전문성 참여 집단과 의무적 참여 집단으로 구분하였을 때, 전문성 참여 집단이 의무적 참여 집단보다 인지 및 정서적 참여 수준이 높은 것으로 나타났다. 또한 교수학습과 진로 및 생활지도 영역 연수에서는 참여빈도가 높은 집단이 미참여 집단 보다 원격연수에 대한 인지적 참여 수준이 높았고, 교양 영역에서는 유의한 차이가 없었다. The purpose of the study was to investigate learner characteristics affecting engagement in distance teacher training. The survey was conducted for 2,204 teachers in K-12. The measurement items for engagement of distance training were consisted of cognitive engagement and emotional engagement according to literature review and factor analysis for preliminary test and main test. The results were as follows. First, according to the multiple regression analysis, learner characteristics affecting both cognitive and emotional engagement commonly were self-efficacy, task value awareness, satisfaction toward distance training courses and gender. In other words, teachers with a higher satisfaction, higher self-efficacy and higher task value awareness for distance training respectively showed higher levels in cognitive and emotional engagement. Male teachers were higher than female teacher in engagement of distance training. Also, middle and high school teachers were higher emotional engagement than elementary school teachers. Second, when separated by a distance training purposes involved expertise-oriented engagement group and mandatory engagement group, expertise-oriented engagement group was higher than mandatory engagement group in terms of both cognitive and emotional engagement. With regard to cognitive engagement, those who participated were higher than those who didn"t in distance training for subject related with teaching & learning and career & guidance.

Investigating EFL Teachers’ Perceptions on Students’ Motivation and Task Engagement in the Offline Pandemic Classroom

( Mynhardt Lisa ) 한국ESP학회 2021 ESP REVIEW Vol.3 No.2

This study presents a qualitative investigation of how EFL teachers in a South Korean University perceive their learners’ motivation and task engagement upon their return to the offline pandemic classroom and thus aim to understand the possible causes and remedies indicated through such perceptions. Findings show that perceptions on motivation and task engagement levels are predominantly influenced and dependent on whether the teacher is Learner―or Teacher― Centrically orientated in their teaching. Data revealed that teachers perceive their learners to have differing levels of motivation that influence their engagement during tasks due to socio-cultural factors, learning environmental factors, and factors related to social connection and relationship formation. Learner- Centric teachers perceived remedies to be found in addressing learner needs by adapting their instructional methodology, facilitating social and relationship structure formation, and improvising their personal adaptation strategies. Conversely, Teacher-Centric teachers neither perceived any particular variances nor foresaw any remedial steps to be taken. It can thus be said that teachers only perceive differences to their EFL learners’ motivation and task engagement levels, identify possible causes and remedies in the offline pandemic classroom if their teaching orientation is Learner-Centrically inclined.

쓰기 오류 수정 피드백에서 나타나는 학습자 개입

정대현 ( Jung Dae-hyun ) 한말연구학회 2018 한말연구 Vol.- No.47

According to Ellis’s ((2010) Studies in Second Language Acquisition, 32, 335 -349) dimensional perspective on learner engagement with corrective feedback, this study explain on a naturalistic case study involving four KFL learners. The method of this study was conducted to explore how learners cognitively, behaviorally, and affectively engage with written corrective feedback. As a result, prominent in the data are individual differences in learner engagement with written corrective feedback, which may be caused partly to learners’ beliefs and experiences about former learning L2 experience, their L2 learning background, This study suggest that teachers need to have a thorough understanding of students’ backgrounds and beliefs. Additionally, they should use carefully their strategies to enhance students’ engagement.

성인학습자의 삶의 의미와 학업만족과의 관계: 학업열의의 매개효과

김은미 한국융합학회 2021 한국융합학회논문지 Vol.12 No.12

The purpose of this study is to investigate the relationship between the meaning of life and academic engagement as a factor that affects the academic satisfaction of online learners in adulthood.. The subjects of this study were 148 adult learners enrolled in cyber university. For data analysis, Spss 23 and PROCESS Macro were used. As a result of the correlation analysis, there was a significant positive correlation between the meaning of life, academic satisfaction and academic engagement, there was also a positive correlation between academic satisfaction and academic engagement. As a result of confirming the direct effect on educational satisfaction, the direct effect between the meaning of life as an independent variable and academic engagement as a mediating variable was positively significant. As a result of examining the indirect effect of academic engagement on the relationship between the meaning of life and academic satisfaction, the mediating effect was significant. Through insight into the meaning of life in diddle age, students show engagement for their studies, which leads to academic satisfaction. Therefore, in order to increase the academic satisfaction of adult learner, it is thought that it is necessary to develop a practical education program and a motivation program that can find the meaning of life. 본 연구는 성인기의 온라인 학습자의 학업만족도에 영향을 미치는 요인으로 삶의 의미와 학업열의가 어떠한 관련이 있는지를 알아보고자 하였다. 연구대상자는 사이버대학교에 재학중인 148명의 성인학습자였다. 자료분석을 위해 SPSS 23.0과 PROCESS Macro를 사용하였다. 상관분석결과 삶의 의미와 학업만족, 학업열의 간에 유의미한 정적 상관이 나타났으며, 학업만족과 학업열의 간에도 정적 상관이 나타났다. 학업만족에 영향을 미치는 직접효과를 확인해 본 결과, 독립변인인 삶의 의미와 매개변인인 학업열의와의 직접효과는 정적으로 유의하였다. 삶의 의미와 학업만족과의 관계에서 학업열의의 간접효과를 검증한 결과 매개효과는 유의미 하였다. 중년기의 삶의 의미에 대한 통찰을 통해서 학업에 열의를 보이고 이는 학업만족으로 이어진다고 할 수 있다. 이에 성인학습자의 학업만족을 높이기 위해서는 삶의 의미를 찾을 수 있는 실질적인 교육 프로그램과 동기화 프로그램을 개발이 필요하다고 사료된다.

교수자의 자율성 지지, 학습자의 심리적 자본, 인지적 학습전략과 학습참여간의 구조적 관계 분석

김나미(Kim Na mi),김효원(Kim Hyo won) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.11

본 연구는 대학생의 학습참여에 영향을 미치는 교수자의 자율성 지지, 학습자의 심리적 자본과 인지적 학습전략 간의 구조적 관계를 통합적으로 살펴보고자 수행되었다. 이를 위해 남녀 대학생 233명을 대상으로 2016년 5~6월에 설문을 실시하였으며, 변인들 간의 인과관계를 상정한 후 구조모형분석을 실시한 결과는 다음과 같다. 첫째, 교수자의 자율성 지지, 학습자의 심리적 자본, 인지적 학습전략, 학습참여 간의 인과관계를 설정한 연구모형은 타당한 것으로 확인되었다. 둘째, 교수자의 자율성 지지는 학습참여에 직접효과, 학습자의 심리적 자본을 매개로 한 간접효과가 통계적으로 모두 유의한 것으로 확인되었다. 둘째, 학습자의 심리적 자본과 인지적 학습전략은 학습참여에 유의한 선행요인이며, 심리적 자본은 인지적 학습전략을 매개로 학습참여에 긍정적 영향을 미쳤다. 이러한 연구결과에 근거하여 대학생의 효과적인 교수-학습 경험을 위한 교수설계 및 교수전략에 대한 시사점을 제시하였다. This study examines the structural relationships among teachers’ autonomy support, learner’s psychological capital, and cognitive learning strategy to elevate university students’ learning engagement. The proposed model was tested with 233 undergraduate students in Korea. Structural equation modeling analysis was conducted to examine this model and the causal relationships among the variables. The results showed that the equation model of causal relationships among teachers’ autonomy support, learner’s psychological capital, cognitive learning strategy and learning engagement was valid. In addition, teachers’ autonomy support positively and directly influenced learning engagement and through mediation by psychological capital had an indirect effect on learning engagement. Learner s psychological capital and cognitive learning strategy positively and directly influenced learning engagement and through mediation by cognitive learning strategy positively influenced learning engagement. These findings offer a theoretical background and practical implications for elevating learning engagement in university students. It promotes the use of instructional designs and strategies for an effective teaching-learning experience.

Online Collaborative Language Learning for Enhancing Learner Motivation and Classroom Engagement

정경옥 한국콘텐츠학회 2019 International Journal of Contents Vol.15 No.4

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students’ learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

A Study on the Influence of Learning Operational Management Quality Factors and Perceived Learning Achievement and Learning Engagement Based on Elderly Learners

유순덕,이현주,황지원 융합연구학회 2022 융합연구학회지 Vol.6 No.1

This study is a research conducted on the influence of the elderly learners based learning operation management quality factors, learning achievement, and engagement in terms of lifelong education for the ICT era. They also have physical health and learning ability to perform both the online and offline education (blended learning) at an average age of 66.3 years for a total of 68 senior citizens enrolled at K Broadcasting and Communication Middle School located in K province. Examining the relationship between the learning operation management quality factors and the learning engagement of the elderly for online learning of regular middle school curriculum, the learning content was the most important factor. This implies that education must be provided according to the intellectual level of the learner, and education needs to be conducted in line with the learner’s eye level based on the learning content which satisfies the learner’s requirements. Furthermore, the greater the learner’s learning engagement, the greater the perceived learning achievement, as it was investigated. Hence, it would be necessary to provide various support services in the course of learning to ensure that the learners can engage themselves in learning. This study is meaningful in that it places emphasis on the need of expanding lifelong education for the elderly and discusses it as an expanded concept that can contribute to addressing social problems caused by an unprecedented increase in the global population and improving the quality of life for the elderly. In the future studies, it is recommended that a detailed study on the effect of education on the quality of life of the elderly through the comparative studies between the elderly who attend regular school and the general elderly who do not (welfare center, college for senior citizens, and individual study, etc.) be carried out.