성인학습자로서 방송통신고등학교 학습자 특성 분석 = Air and correspondence high school learners characteristics as adult learners

다국어 초록 (Multilingual Abstract)

This research surveys and analyzes the learning styles of adult learners at the Korean Air and Correspondence High School(ACHS), making reference to adult learning theory and andragogic theory.
The findings of this research were mostly in line with adult learning theory, and can be summarized into the following five points:
First, we studied the perception of adult learners, as students, of their teachers. At ACHS, adult learners had the status of high school students, and hoped they would enjoy the same benefits as other high school students. The higher the age group was, the more they wanted to receive the same benefits as ordinary high school students.
Most of the adult learners had a traditional perception of teachers as people they should respect, who provide instruction to students. The percentage of female learners who felt the need for teachers with expertise in adult learning and the need for the deployment of teachers with expertise in adult learning was higher than that of their male counterparts. The percentage of learners who shared this opinion was higher in the older age group than in the younger age group.
Second, we looked into the perceptions held by adult high school students about learning. Adult learners had a clear idea of their objectives, goals, and vision for learning, and acted upon these ideas. This tendency was stronger among learners in their 30s to 60s than in learners in their teens to 20s. In most cases, adult learners study to get high scores on standardized tests and a high GPA, which shows that adult learners have the inclination to engage in selective study and act out of conviction with a clear objective.
In addition, the findings of this research indicate that adult learners have a pedagogic tendency, in that they prefer a teacher-led class. However, in submitting homework or a summary paper, the learners surveyed showed a tendency toward self-directed learning and problem-solving focused learning, which are the traits of andragogic learning. In other words, it is believed that though adult learners have a strong interest in self-directed learning, they are reliant on teachers in some situations.
Third, we looked into curriculum, school life, and classes. The adult learners surveyed had clear opinions regarding the need for curricula and education programs dedicated to adult learners. Most were satisfied with the decisions they had made or the treatment they had received in their school life, and participated in off-line(school) and on-line(internet) classes with sincerity. This shows that adult learners engage in active interactions with the environment surrounding them with a positive self-concept, confirming one of the traits of adult learners.
Fourth, adult learners utilized their experience, prepared for learning, and showed the following tendencies in learning:
Adult students utilized their home lives and social experiences in learning. As stated in the postulate of the andragogic theory of learner’s experience and study methods, adult learners use their experience as a basis for learning activities. Furthermore, from an educational and a learning perspective, adult learners focus on self-development that is tailored to the capabilities of the learner; are faithful to individual development tasks and their social roles in line with the life cycle; engage in self-directed learning to build their capacity rather than study in a uniform manner that is focused on subjects; and adhere to the andragogic tendency in guaranteeing their right to learn and in problem-solving.
Fifth, looking into the motivation that led them to participate in learning during adulthood, it was found that the adult learners surveyed were more motivated by external factors, such as the need to attain a college degree and to find a job, than by internal factors, such as a desire to learn or to overcome the lack of an academic background. In this regard, the adult learners at ACHS were motivated by external factors to study, and had pedagogic tendencies.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구의 내용 = 3
• C. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• A. 원격교육으로서 방송통신고등학교 = 5
• 1. 원격교육의 특성과 유형 = 5
• 2. 이러닝의 특성과 유형 = 9
• B. 성인학습자의 특성 = 12
• 1. 앤드라고지의 이론적 특성 = 12
• 2. 성인학습자의 학습 특성 = 16
• 3. 성인학습자의 성향과 그 특성 = 20
• C. 선행연구 분석 = 27
• Ⅲ. 연구방법 = 29
• A. 조사대상 및 절차 = 29
• B. 조사도구 = 30
• C. 배경변인의 특성 = 32
• D. 자료처리 = 33
• Ⅳ. 결과 해석 = 34
• A. 성인고등학생으로서 특성 = 34
• 1. 학생의 입장 = 34
• 2. 교사에 관한 인식 = 37
• 3. 학습에 관한 인식 = 40
• 4. 교육과정·학교생활·수업 = 42
• B. 성인으로서 특성 = 52
• 1. 학습자 = 52
• 2. 경험·학습준비도 = 54
• 3. 학습경향 = 57
• 4. 학습동기 = 64
• Ⅴ. 결론 = 69
• A. 요약 = 69
• B. 결론 = 71
• C. 제언 = 73
• 참고문헌 = 75
• ABSTRACT = 79
• 부록 = 82