e-Learning 환경에서의 자기조절학습전략, 자기효능감과 e-Learning학습전략 수준 및 학업성취도 관련성 규명 = Self-Regulation, Self-Efficacy and e-Learning Strategies during e-Learning and Academic Achievement

다국어 초록 (Multilingual Abstract)

The recent literature has not paid sufficient attention to self-regulated learning which are critical for success in e-Learning environment. Instead, it tends to presuppose the same self-regulated learning strategies identified and discussed in the traditional face-to-face environment. The purposes of the present study were as follows: 1. How are the self-regulated learning strategies, self-efficacy, and e-Learning strategies related to student academic achievement within the e-Learning environment? 2. What are the co-relations among self-regulated learning strategies, self-efficacy, and e-Learning strategies? The participants were randomly selected 77 adult learners who were enrolled in one of the Korea`s digital distance universities. Three kinds of questionnaires were employed and each item was designed with 5-point Likert scales, which include self-regulated learning strategies by Zimmerman and Martinez-Pons, self-efficacy by Pintrich and De Groot, and e-Learning strategies by Lee. Mean, Pearso`s Correlation, and Multi-regression were computed for the questionnaires. The result showed that ``time management`` was the most significant predictor on academic achievement. For adult learners within the e-Learning environment, the higher time management skill the better the academic achievement. There are positive and moderately high relations among self-regulated learning strategies, self-efficacy, and e-Learning strategies. As a result, the current research confirmed in the e-Learning environment the close correlation between self-regulated learning strategies and self-efficacy well identified in the traditional learning environment. Moreover, it identified the close correlation among e-Learning strategies, self-regulated learning strategies and self-efficacy. However, strategies in group discussion, information processing, and time management of e-Learning strategies were not or slightly associated with self-regulation and self-efficacy. This result indicated that e-Learning strategies are not able to comprehensively be dealt with by the traditional framework of self-regulation and self-efficacy. The results indicated that higher time management competency facilitated better learning achievement. Although correlation data cannot address causality, it appears that the learners who are better in self-regulated learning strategy are those who are better in e-Learning strategy in general; those who are better in self-efficacy are better in e-Learning strategy.