웹기반 원격학습자의 학업성취도에 영향을 미치는 요인에 관한 연구 -수도권지역 대학생 원격학습자를 중심으로- = Factors Influencing the Academic Achievements of Web-based Distance Learners -The Case of Capital Region`s Undergraduate Distance Learners-

다국어 초록 (Multilingual Abstract)

The purpose of this study were 1) to identify the factors and their influences affecting the academic achievements of Web-based distance learners, and 2) to figure out which factors identified were influencing to the learners` achievements depending on learners` characteristics(gender, grade, and speciality areas). Three-hundred sixty undergraduate students who took at least one Web-based distance course and that the university were located in Capital region(Seoul, Gyeonggi Province, and Incheon metropolitan city) were surveyed. Based on the results of literature reviews, the questionnaire which consisted of seven categories, 53 items was developed. The results were as follows: First, six factors influencing distance learners` performance were tools/resources, physical environments, skills/knowledge, incentives, inherent ability, and organizational systems. In addition, incentives(β=.499), skills/knowledge(β=.256), and inherent ability(β=.181) were directly affecting to the learners` academic achievements. Second, there were statistically significant differences between male distance learners[incentives(β=.427), organizational systems(β=.250), inherent ability(β=.212), and skills/knowledge(β=.192)] and female ones[incentives(β=.546), skills/knowledge(β=.326), and tools/resources(β=.211)] on the factors influencing their academic achievements. Third, there were statistically significant differences by grade[freshmen: inherent ability(β=.305); sophomore: incentives(β=.473), inherent ability(β=.260), and skills/knowledge(β=.232); junior: incentives(β=.510) and skills/knowledge(β=.372); senior: incentives(β=.638), tools/resources(β=.280), and physical environments(β=.264)] in terms of the factors influencing their academic achievements. Fourth, there were also statistically significant differences by speciality areas[humane studies division including humane studies, social studies, and education: incentives(β=.413), skills/knowledge(β=.245), inherent ability(β=.186), and physical environments(β=.185); natural science division including natural science, engineering, and medical studies: incentives(β=.491), skills/knowledge(β=.219), and inherent ability(β=.200)] in terms of the factors influencing their academic achievements. In conclusion, this study found that various factors were differently affecting to the undergraduate distance learners` academic achievements depending on the learners` characteristics(gender, grade, and speciality areas) and the degrees of the influences were also differed by the characteristics.