공무원 사이버교육 학습만족도 영향요인 : 사천시 공무원을 중심으로

다국어 초록 (Multilingual Abstract)

This study has examined three independent variables ( learner variables, environment variables, design variables ) to appraise public servant's cyber education learning satisfaction and find out what factors influence learning satisfaction.
With reference to operational definition about variables, for learner variables, learning motive, learning attitude, and learning ability are defined and for environment factors , computer accessibility and support level of organization are defined and for design variables, interaction , screen configuration and validity of content composition are defined. For demographic variables, gender, age, educational background, class of position, length of service, job series and place of employment are defined and survey that defines learning satisfaction as dependent variable consists of 50 items with 5 variables .
With regard to empirical survey to verify theological model and hypothesis, I have conducted a survey for those public servants who work in Sacheon city hall and eub·myeon·dong office and have received cyber education, questionnaire used for analysis is 300 copies. Main result of research is like this.
First, as a result of analyzing difference of awareness in accordance with frequency analysis, those who are surveyed generally show positive awareness of cyber education . The negative items among 39 subordinate variables are closely related to full preparation before class, self planning and management for learning schedule, active use of bulletin board and share of information between learners which reflects the reality that it is difficult for learners who both work and study to prepare class in advance and to spend a lot of time on share of information or further study .
Second, as a result of examining the difference of cyber education learning satisfaction in accordance with demographic feature, while there is no significant difference in accordance with gender, age , educational background, class of position, length of service, place of employment , there is difference in accordance with job series.
Third, dependent variable ; cyber education learning satisfaction and independent variable ; learning motive, learning attitude, learning ability, computer accessibility, support of organization, interaction, screen configuration , validity of content composition show positive (+) correlations.
Fourth, as a result of conducting multiple regression between dependent variable and independent variable in oder to find influence factor of cyber education learning satisfaction, the variables that have significant influence on cyber education learning satisfaction which is dependent variable are learning motive, learning attitude, learning ability, support level of organization and validity of content composition and among them, the factor that has highest influence is validity of content composition and the second is learning attitude and support level of organization and the third is learning motive and learning ability.
As shown in the result of analysis above, in conclusion, as learners should control themselves in cyber education, arrangement of system that can encourage learners motivated and to have positive attitudes and favorable atmosphere among learners , suitability of educational contents are necessary for higher learning satisfaction.

목차 (Table of Contents)

• 제1장 서 론 1
• 제1절 연구의 목적 및 필요성 1
• 제2절 연구의 범위 및 방법 3
• 제2장 이론적 배경 5
• 제1절 교육훈련 5
• 1. 교육훈련의 의의 5
• 2. 교육훈련의 목적 및 필요성 7
• 3. 교육훈련의 중요성 10
• 4. 교육훈련의 시대별 변천 12
• 제2절 사이버 교육 17
• 1. 사이버교육의 개념 및 필요성 17
• 2. 사이버교육의 특징 19
• 3. 사이버 교육의 교육적 의의 및 효과 26
• 4. 사이버교육의 장·단점 29
• 제3절 사이버 교육의 학습 만족도 32
• 1. 만족도의 의미 32
• 2. 사이버교육 학습만족도의 영향요인 33
• 제4절 선행연구 35
• 제3장 조사설계 39
• 제1절 연구모형 및 연구가설 설정 39
• 1. 연구모형의 설정 39
• 2. 연구가설 설정 41
• 제2절 조사도구의 설계 43
• 1. 변수의 조작적 정의 43
• 1) 학습자 변수 43
• 2) 환경 변수 44
• 3) 설계변수 45
• 4) 인구통계학적 변수 46
• 5) 학습만족도 46
• 2. 자료수집방법 및 분석방법 49
• 제3절 측정도구의 신뢰도 및 타당도 50
• 1. 측정도구의 신뢰도 50
• 2. 측정도구의 타당도 52
• 3. 표본의 특성 56
• 제4장 연구의 분석결과 59
• 제1절 변수별 응답결과의 특성 59
• 1. 학습자변수 59
• 2. 환경변수 65
• 3. 설계변수 71
• 4. 학습만족도 78
• 제2절 학습자의 특성과 사이버교육 만족도 79
• 제3절 사이버교육 만족도에 대한 영향요인 분석 82
• 1. 상관관계분석결과 82
• 2. 사이버교육만족도의 영향요인에 관한 분석 85
• 제5장 요약 및 결론 88
• 참고문헌 92
• 설문지 95