기업의 e-learning 프로그램에서 학습의 근전이(near transfer)와 원전이(far transfer)의 예측 변인 규명

다국어 초록 (Multilingual Abstract)

Although there has been a growing interest in learning transfer due to recognition of human resource development as the core to cooperations' competitive advantage, the rate of transfer of learning in practice is still very poor. Thus there are growing numbers of researches to study predictors of learning transfer. Although far transfer of learning is important for the organization's competitive advantage in a cooperative environment of rapid changes, most of the previous researches on transfer have been focused to examine predictors of near transfer. Since these studies of transfer have also been based on classroom-based training, they hardly found the transfer researches on e-Learning recently introduced by cooperations.
This study identifies predictors of near and far transfer in the context of corporate e-Learning based on the above research necessities. The following questions will be examined:
1. Can the individual's self efficacy predict near and far transfer?
2. Can the individual's metacognition predict near and far transfer?
3. Can learning achievement(understanding, behavior demonstration) predict near and far transfer?
4. Can transfer climate(social support, organizational support) predict near and far transfer?
5. Can near transfer predict far transfer?
After developing survey instruments for this study, the self-report method survey has been twice conducted with the employees of cooperation A who completed an e-Learning time management program in order to collect research datum. This study has employed the cases of 242 employees for the final analyses, while adopting t-test, Analysis of Variance (ANOVA), correlation, and structural equation model to analyze the datum for the research goal.
The research results identify the predictors for near transfer as self efficacy, metacognition and the social support for transfer climate. The predictors for far transfer are regarded as metacognition and near transfer. The results also reveal that the indirect effect for far transfer are self efficacy, metacognition and the social support of transfer climate.
As an initial research to identify predictors of near and far transfer in the context of corporate e-Learning, this study helps to recognize the necessity of process perspective for learning transfer. It also provides the basic resources to develop some strategies to improve near transfer and far transfer from the perspective of HRD field.
This study suggests the necessities of the following researches. First, it needs to reconfirm both in classroom-based training program and in different training domains. Second, it requires further studies considering special predictors for e-Learning context. The correlation of far transfer also needs to be examined after adopting either training design or training method as predictors. Third, it requires to examine comprehensively the correlations among near transfer, far transfer, results of the individual and the organization, and ROI (Return On Investment) evaluation as the effectiveness of training.

국문 초록 (Abstract)

인적자원개발이 기업경쟁력의 핵심으로 인식되면서 과거 어느 때보다 학습의 현장 전이에 대한 관심이 높아지고 있으나 실제 학습의 전이율은 매우 저조한 상황이다. 이에 전이를 개선하는 차원에서 전이의 예측 변인 규명에 관한 연구가 활발하게 진행되고 있지만 연구의 대부분이 근전이의 예측 변인을 규명하는데 치중해 있다. 그러나 기업 환경이 급변하면서 교육훈련 내용을 응용하여 광범위한 상황에 적용하는 원전이의 실현이 조직 경쟁력의 중요한 요건이 되고 있다. 또한 기존의 전이 연구는 집합훈련 형태에 관한 전이 연구로서 최근 기업내에 빠른 속도로 확산되고 있는 e-Learning에 대한 전이 연구는 거의 이루어지지 않고 있다.
이러한 연구 필요성에 기초해 본 연구에서는 기업의 e-Learning 프로그램에서 학습의 근전이와 원전이의 예측 변인을 규명하고자 하였다. 구체적인 연구문제는 다음과 같다.
1. 개인의 자기효능감이 높을수록 근전이와 원전이의 수준이 높은가?
2. 개인의 초인지가 높을수록 근전이와 원전이의 수준이 높은가?
3. 학업성취도(이해도 영역, 수행도 영역)가 높을수록 근전이와 원전이의 수준이 높은가?
4. 전이풍토(사회적 지원, 조직적 지원)가 지원적일수록 근전이와 원전이의 수준이 높은가?
5. 근전이의 수준이 높을수록 원전이의 수준이 높은가?
본 연구를 위해 조사도구를 개발하고 시간관리 프로그램(e-Learning)을 수료한 A기업의 직원을 대상으로 2회에 걸쳐 자기보고식(self-report method) 설문 조사를 실시해 자료를 수집하였다. 최종적으로 분석에 활용된 사례 수는 242명이며 연구목적에 따라 t-test와 Analysis of Variance(ANOVA), 상관분석, 구조방정식 모형 방법을 이용하여 분석하였다.
연구결과로서 근전이의 예측 변인은 자기효능감, 초인지 및 전이풍토의 사회적 지원으로 분석되었으며 원전이의 예측 변인은 초인지와 근전이로 분석되었다. 또한 근전이를 매개로 해서 원전이에 간접적 효과를 주는 변인은 자기효능감, 초인지 및 전이풍토의 사회적 지원인 것으로 분석되었다. 본 연구는 기업의 e-Learning 프로그램에서 근전이와 원전이의 예측 변인을 규명한 시초 연구로서 학습전이에 대한 결과론적 접근에서 벗어나 보다 과정(process)적인 시각의 필요성을 인식시켜 주며 근전이와 원전이를 향상시킬 수 있는 전략을 모색하는데 기초 자료로 활용될 수 있다.
이상의 연구결과를 바탕으로 다음과 같은 후속연구를 제안하였다.
첫째, 본 연구결과를 집합훈련 형태의 프로그램과 직능훈련, 관리자훈련 등 다른 훈련영역에 재검증하는 것이 필요하다. 둘째, e-Learning상황에서 특별히 고려될 수 있는 예측 변인을 추가한 연구가 필요하며 프로그램의 설계적 특징이나 훈련 방법 등을 변인으로 선정해서 원전이의 관련성을 검증하는 연구도 필요할 것이다. 셋째, 본 연구를 확장하여 근전이-원전이-개인 및 조직의 성과-ROI(Return On Investment)평가간의 관련성을 종합적으로 모색하는 연구가 필요할 것이다.

목차 (Table of Contents)

• 목차
• 논문개요 = ⅸ
• Ⅰ. 서론 = 1
• A. 연구 필요성 및 의의 = 1
• B. 연구문제 = 5
• C. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 9
• A. 학습전이의 개념 = 9
• 1. 학습전이의 일반적 개념 = 9
• 2. 근전이 및 원전이의 구분과 개념 = 11
• B. 학습전이의 예측 변인 = 19
• 1. 학습전이 모형 = 19
• 2. 학습전이의 예측 변인 연구동향 = 27
• C. 근전이 및 원전이 예측 변인의 개념과 특징 = 31
• 1. 자기효능감(self efficacy)의 개념과 특징 = 32
• 2. 초인지(metacognition)의 개념과 특징 = 34
• 3. 학업성취도(learning achievement)의 하위 요인 = 37
• 4. 전이풍토(transfer climate)의 하위 요인 = 38
• D. 선행연구 = 43
• 1. 자기효능감, 초인지, 학업성취도, 전이풍토와 전이의 관계 연구 = 43
• 2. 전이풍토와 전이의 관계 연구 = 46
• 3. 원전이 관련 연구 = 48
• 4. 예측 변인별 연구의 비교와 논의 = 51
• Ⅲ. 연구방법 = 69
• A. 연구모형 = 69
• B. 연구대상 = 70
• C. 연구도구 = 77
• D. 연구절차 = 85
• E. 자료분석 = 97
• Ⅳ. 연구 결과 = 103
• A. 인구통계학적 변인에 따른 차이 검증 결과 = 103
• B. 변인간의 상관관계 분석 = 103
• C. 구조방정식 모형에 의한 연구가설 검증 = 105
• Ⅴ. 결론 및 제언 = 119
• A. 연구목적 및 결과 = 119
• B. 연구결과에 대한 논의 = 121
• C. 연구결과의 시사점 = 131
• D. 연구의 제한점 및 후속연구를 위한 제언 = 139
• 참고문헌 = 143
• 부록 1. 학업성취도(이해도 영역) 평가 = 161
• 부록 2. 1차 설문지 = 171
• 부록 3. 2차 설문지 = 178
• 부록 4. 인구통계학적 변인에 따른 차이검증 결과 = 182
• 부록 5. 공분산 행렬 = 188
• ABSTRACT = 189

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