e-Learning 학습전략 수준 및 학업성취도 규명 = Relationships between e-Learning Strategies and Learning Achievement

다국어 초록 (Multilingual Abstract)

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) self-direction (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.