初·中等 學生이 知覺한 유비쿼터스 敎育環境과 自己調節學習 및 敎育滿足度와의 關係 分析 = (A)study on school students' perception of the relationship between ubiquitous educational environment, self-regulated learning and educational satisfaction

국문 초록 (Abstract)

영문초록:This study is to analyze from diverse perspectives the relationship between ubiquitous educational environment, self-regulated learning and educational satisfaction, perceived by elementary and secondary school students. This will help advance the efficacy of elementary and secondary school education by giving us some suggestion regarding the focal point and direction of education policy in the future. The subjects of this study are students from the eight schools which were designated as "U-Learning center" in March 1, 2005; the classes are divided into an experimental group and a control group. The first survey was conducted from April 18 to 29 in 2005 when u-learning education was not put in practice yet, and the second one was in July 18 to 29 after the u-learning education was applied to the classes. With the use of SPSS Win 10.0 Version and the method of analysis of covariance(ANACOVA) for the analysis of the research problem 1, the averages of the experimental group and the control group under the ubiquitous educational environment and the averages of elementary and secondary schools were compared respectively. For the research problem 2, the factors of ubiquitous educational environment such as "fluid interaction," "environmental system," and "social interaction" were determined as independent variables, and the factors of self-regulated learning and educational satisfaction as dependent variables. Regression analysis was used through stepwise variable selection for this. For the research problem 3, regression analysis was conducted with the values of educational satisfaction as dependent variables and the values of ubiquitous educational environment and self-regulated learning as independent variables.The results of the analyses are as follows.First, when it comes to the influences of ubiquitous educational environment on self-regulated learning and the level of educational satisfaction perceived by students, the analysis showed that the experimental group improved in abilities of "regulation of cognition," "regulation of motivation," and "regulation of behavior,"compared to the control group, and both groups showed similar aspects in "educational facilities," "teaching-learning," "administration support system," "educational achievement," "school assignment," "school neighborhood," "peer learning," "course achievement," and "test evaluation." The experimental group under the ubiquitous educational environment, rather than the control group, presented higher averages in "regulation of cognition," "regulation of motivation," and "regulation of behavior," as the factors of self-regulated learning since students strategically collected information, participated actively in class, and elaborated and organized school materials by using a PDA or a tablet PC. The experimental group under the ubiquitous educational environment displayed higher averages in "educational facilities," "teaching-learning," "administration support system," "educational achievement," "school assignment," "school neighborhood," "peer learning," "course achievement," and "test results evaluation" as the factors of educational satisfaction. It means that elementary and secondary school students were satisfied not only with external facilities and environment but also with quality of school education, such as learning, process, and evaluation, by using ubiquitous educational facilities. Second, in the analysis of the relation between ubiquitous educational environment and self-regulated study, "fluid interaction" and "social interaction" affected "regulation of cognition," and "social interaction" affected "regulation of motivation" and "regulation of behavior." The explanation variants appeared high. In the analysis of the relation between ubiquitous educational environment and educational satisfaction, "fluid interaction" affected "educational facilities," "educational achievement," "school assignment," "school neighborhood," and "course achievement"; "environmental system" affected "educational facilities," "teaching-learning,"; "social interaction" affected "educational facilities," "teaching-learning," "administration support system," "educational achievement," "school assignment," "peer learning," and "test results evaluation". To enhance students' abilities of self-regulated learning, ubiquitous educational environment should be created beyond uniformed instruction methods centered on teachers. Ubiquitous educational environment which can meet demanders' needs, particularly educators,' is critical to students who are accustomed to web-based environment. Third, the influences of ubiquitous educational environment and self-regulated learning on educational satisfaction were compared. Ubiquitous educational environment rather than self-regulated learning had more influence on educational facilities and administration support system among the variables of the level of educational satisfaction. Self-regulated learning rather than ubiquitous educational environment affected demanders' educational satisfaction, such as "teaching-learning," "educational achievement," "school assignment," "school neighborhood," "peer learning," "course achievement," and "test results evaluation". Therefore, it means that ubiquitous educational environment has relatively more influence on educational facilities like various kinds of special classrooms, and administration support system like administration services among the variables of the educational satisfaction, whereas self-regulated learning affects more on "teaching-learning," "educational achievement," "school assignment," "school neighborhood," "peer learning," "course achievement," and "test results evaluation" among the variables of the educational satisfaction which are related to completing assignments concerning teaching-learning, teaching-learning process, problem solving, cooperative learning, and test results evaluation. In particular, students' abilities for self-regulated learning, such as "regulation of cognition," "regulation of motivation," and "regulation of behavior," as well as creating ubiquitous educational environment, also played a significant role in educational satisfaction.To enhance students' educational satisfaction, school authorities should create gradually ubiquitous educational environment and put in practice tailored education to individual students' characteristics and propensities. Concrete and diverse educational methods by programs based on cognitional, motivational, and behavioral factors as well as external environment should be provided to reinforce students' abilities for self-regulated learning