기업 이러닝에서 학습전이 관련변수 간의 구조적 관계 분석 = (The) structural relationship among the variables related to learning transfer in corporate e-learning

국문 초록 (Abstract)

지식기반 사회에서 인적자원 개발의 중요성이 날로 증대됨에 따라 기업에서는 학습을 통한 인재육성에 지속적인 투자를 하고 있다. 특히 테크놀로지의 발달과 맞물려 빠르게 확산되고 있는 이러닝은 비용절감을 통한 효율성 도모 측면에서 선호되는 기업교육 형태로 자리매김 하고 있다.
그러나 이러닝의 양적인 성장 이면에는 중도탈락과 효과성 논쟁이 중대한 이슈로 부각되고 있다. 이러한 문제를 해결하고 기업 이러닝의 내실화를 도모하기 위해서는 기업과 학습자가 이러닝에 기대하는 바를 명확히 파악하고, 이들의 요구를 충족시키기 위한 이러닝의 설계 및 운영 전략을 모색하려는 노력이 시급하다.
이제까지 이러닝의 학습성과는 주로 만족도와 성취도를 중심으로 연구되어 왔다. 하지만 이러닝을 선택한 기업과 학습자는 이러닝을 통한 효율성과 편리성뿐만 아니라 학습한 바를 현업에 활용하여 업무수행에 도움이 되고 나아가 경영성과에 기여하기를 기대한다. 그러므로 학습한 내용을 현장에서의 직무 수행에 활용하는 학습전이에 초점을 두어야 한다.
이를 위해서는 기업 이러닝에서 학습전이와 관련된 다양한 변수들에 대한 종합적인 이해가 필요하다. 따라서 본 연구는 기업 이러닝의 학습전이를 설명하는 변수들 간의 관계를 설명하는 통합적인 구조모형을 구안하고, 변수들 간의 직·간접적인 인과관계를 검증함을 목적으로 한다.
이러한 목적을 달성하기 위한 구체적인 연구문제는 다음과 같다.
1. 기업 이러닝에서 동기변수(자기조절학습능력, 자기효능감, 과제가치)는 만족도에 직접적인 영향력을 가지는가?
2. 기업 이러닝에서 동기변수(자기조절학습능력, 자기효능감, 과제가치), 만족도는 성취도에 직접적인 영향력을 가지는가?
3. 기업 이러닝에서 동기변수(자기조절학습능력, 자기효능감, 과제가치), 외적변수(전이설계, 상사/동료지원, 조직환경), 학습성과변수(만족도, 성취도)는 학습전이에 직접적인 영향력을 가지는가?
4. 기업 이러닝에서 만족도는 동기변수(자기조절학습능력, 자기효능감, 과제가치)와 성취도 사이에서 매개효과를 가지는가?
5. 기업 이러닝에서 만족도는 동기변수(자기조절학습능력, 자기효능감, 과제가치)와 학습전이 사이에서 매개효과를 가지는가?
6. 기업 이러닝에서 성취도는 동기변수(자기조절학습능력, 자기효능감, 과제가치)와 학습전이 사이에서 매개효과를 가지는가?
연구문제를 해결하기 위하여, 학습전이 관련변수에 관한 선행연구를 토대로 동기변수에 자기조절학습능력, 자기효능감, 과제가치, 외적변수에 전이설계, 상사/동료지원, 조직환경, 학습성과변수에 만족도, 성취도를 설정하였다. 그리고 설정된 변수들 간의 직·간접적인 인과관계를 설명하는 연구모형을 개발하였다.
각 변수별 측정도구를 가지고 국내 S기업의 이러닝 학습자를 대상으로 하여 총 4차에 걸친 온라인 설문조사가 실시되었다. 설문에 빠짐없이 응답하고 해당 이러닝 과정을 이수한 학습자는 총 445명으로, 이 중 불성실한 응답 19부를 제외한 총 426명의 응답자료를 분석에 사용하였다.
본 연구의 가설을 검증하기 위한 결과분석은 다음과 같이 실시되었다. 먼저 수집된 자료의 기술통계분석과 상관분석을 실시하였다. 그리고 측정모형의 적합성과 구조모형의 적합성을 검증하였다. 경로를 수정한 수정모형의 검증을 통해 학습전이에 영향을 미치는 변수들 간의 직접효과와 간접효과를 확인하였다. 또한 Sobel의 검증법을 사용하여 매개효과의 유의성을 검증하였다.
연구문제에 따른 연구 결과 및 논의는 다음과 같다.
첫째, 기업 이러닝 학습자의 자기조절학습능력, 자기효능감, 과제가치는 만족도에 직접적인 영향력을 가지는 것으로 확인되었다. 세 변수 간의 상대적인 영향력을 비교해 보면, 과제가치가 가장 큰 영향력을 미치며, 다음으로 자기조절학습능력, 자기효능감 순이었다. 이로써 기업 이러닝 환경에서 학습자가 학습이 가치 있다고 느끼고, 자신의 학습과정을 스스로 조절할 수 있는 능력이 높으며, 학습을 성공적으로 수행할 수 있다고 믿을 때 이러닝에 대한 전반적인 만족도도 높아짐을 알 수 있다. 이러한 결과는 기업 이러닝에서 학습자의 만족도를 높이기 위해서 학습자에게 자기조절학습능력, 자기효능감, 과제가치를 부여해주는 이러닝 설계 및 운영 전략에 대한 고민이 요구됨을 시사한다.
둘째, 기업 이러닝 학습자의 자기조절학습능력과 만족도는 성취도에 직접적인 영향력을 가지는 것으로 확인되었다. 성취도에 대한 두 변수 간의 상대적인 영향력을 비교해 보면, 자기조절학습능력이 만족도보다 성취도에 미치는 영향력이 더 컸다. 이로써 기업 이러닝 환경에서 학습자의 자기조절학습능력이 높고, 학습자가 만족 할수록 높은 학업성취를 기대할 수 있음을 알 수 있다. 이러한 결과는 자기조절학습능력과 더불어 만족도를 높여줄 수 있는 방안 마련과 만족도 조사의 내실화를 위한 노력이 필요함을 반영한다.
셋째, 기업 이러닝 학습자의 자기조절학습능력, 자기효능감, 과제가치, 전이설계, 조직환경, 만족도는 학습전이에 직접적인 영향력을 가지는 것으로 확인되었다. 이들 변수 간의 상대적인 영향력을 비교해보면, 만족도가 가장 큰 영향력을 미치며, 다음으로 과제가치, 전이설계, 자기조절학습능력, 조직환경, 자기효능감 순이었다. 반면, 학습전이에 대한 성취도와 상사/동료지원의 직접효과는 확인되지 못했다. 이로써 학습자의 자기조절학습능력, 자기효능감, 과제가치가 높고, 학습내용이 직무와 관련되고 학습전이를 돕도록 설계되며, 조직환경이 전이 지향적이고, 학습에 대한 만족도가 높을수록 학습전이가 높아질 수 있음을 알 수 있다. 이러한 결과는 이러닝 과정의 내용 및 설계에 있어서 업무와의 관련성, 직무환경과의 유사성의 부여와 학습전이를 도모하는 피드백의 제공이 중요하며, 조직의 적극적인 지원과 변화와 학습을 강조하는 조직문화 구축에의 노력이 필요함을 말해준다. 또한 성취도 평가의 문제점을 보완하고 업무와 학습을 통합하는 조직 차원의 변화가 요구됨을 시사한다.
넷째, 기업 이러닝 학습자의 만족도는 자기조절학습능력, 자기효능감, 과제가치와 성취도 사이에서, 그리고 자기조절학습능력, 자기효능감, 과제가치와 학습전이 사이에서 각각 매개효과를 가지는 것으로 확인되었다. 이러한 결과는 기업 이러닝에서 학습자의 학습성과 및 학습전이의 향상을 도모하기 위해서는 이러닝의 설계 및 운영에 있어서 자기조절학습능력, 자기효능감, 과제가치, 그리고 만족도가 통합적으로 고려되어야 함을 시사한다.
이상의 연구결과를 바탕으로 다음과 같은 후속연구를 제언하였다.
첫째, 향후 연구에서는 이러닝 환경에서 학습자의 학습성과와 관련된 성취목표(achievement goal), 실재감(presence), 몰입(flow)과 같은 다양한 동기변수를 추가적으로 살펴볼 필요가 있다.
둘째, 외적변수에 있어서도 튜터의 지원, 교육운영 시스템과 같이 학습전이와 관련된 다양한 변수를 탐색하고 학습전이와의 관계를 살펴보는 후속연구가 필요하다.
셋째, 이러닝 환경에서 고려될 수 있는 참여도, 학습지속의향과 같은 변수를 포함하여 학습성과변수의 범위를 확대하여 학습전이와의 관계를 살펴보는 연구가 필요하다.
넷째, 후속연구에서는 학습전이 측정방식에 있어서 다양성을 도입해야 한다. 자기보고식 설문을 통해 학습전이를 측정하는 방식과 더불어 일지, 면담, 관찰, 수행 결과물 등의 질적 자료에 대한 수집과 분석을 수행한 연구가 필요하다.
다섯째, 동일한 연구를 성격이 다른 기업에 실시하여 다양한 맥락에 따라 학습전이에 영향을 미치는 변수에 어떠한 차이가 있는지를 살펴볼 필요가 있다. 또한 질적 연구방법을 도입하여 학습전이에 대한 사례연구를 수행하는 후속연구도 의미 있을 것이다.

다국어 초록 (Multilingual Abstract)

As the importance of human resources development is growing in the knowledge-based society, corporations are interested in education more than ever. Especially, with the technology development, e-Learning is becoming a preferred learning method by corporations in aspect of efficiency.
However, on the other side of this marvelous growth, dropout and arguments on effectiveness become critical issues. Therefore, to resolve these problems, it is urgent to figure out the needs of corporations and learners and seek the strategies of designing and managing e-Learning.
Until now, learning outcomes are mainly discussed within the limit of learners’ satisfaction and achievement while corporations and learners expect to apply what is learnt to the job and increase organization performance as well as having efficiency and convenience. Accordingly, the focus should be on the learning transfer which happens when applying trained results to the job.
So, it is necessary to understand diverse variable comprehensively. Therefore, this study is intended to evaluate the integrating model that explains the learning transfer in corporate e-Learning and verify the casual relationship among the variables related to learning transfer.
The Research questions are:
1. Do motivation variables(self-regulated learning, self-efficacy, and task value) have direct effects on learners’ satisfaction?
2. Do motivation variables(self-regulated learning, self-efficacy, and task value) and learners’ satisfaction have direct effects on learners’ achievement?
3. Do motivation variables(self-regulated learning, self-efficacy, and task value), external variables(transfer design, supervisor/peer support, organization environment), and learning outcome variables(learners’ satisfaction and achievement) have direct effects on learning transfer?
4. Do learners’ satisfaction have mediator effects on the relationship between motivation variables(self-regulated learning, self-efficacy, and task value) and learners’ achievement?
5. Do learners’ satisfaction have mediator effects on the relationship between motivation variables(self-regulated learning, self-efficacy, and task value) and learning transfer?
6. Do learners’ achievement have mediator effects on the relationship between motivation variables(self-regulated learning, self-efficacy, and task value) and learning transfer?
Based on the literature review, self-regulated learning, self-efficacy, and task value are selected as motivation variables, transfer design, supervisor/peer support, and organization environment are selected as external variables, learners’ satisfaction and achievement are selected as learning outcome variables. Then, the research model of casual relationship among these variables are developed.
The survey was conducted four times on the learners who were enrolled in an e-Learning course at S company in Korea. 445 participants went through this course and answered the survey but, 19 respondents who did not complete their surveys were excluded. A total of 426 cases were analyzed for this research.
For statistical analysis, descriptive statistics, correlation analysis, confirmative variable analysis, structural equation modeling analysis and Sobel’s test were used.
The major findings of this study are as follows.
First, all the motivation variables had direct effects on the learners’ satisfaction significantly. Among the motivation variables, task value had relatively more effects on the satisfaction than the others did. This result implicates that it is critical to establish specific strategies of designing and managing e-Learning to facilitate self-regulated learning, self-efficacy, and task value.
Second, self-regulated learning and learners’ satisfaction had direct effects on the learners’ achievement significantly. Self-regulated learning had relatively more effects on the achievement. This result implicates that more efforts to substantiate measurement of satisfaction, and providing ways to increase satisfaction as well as self-regulated learning are needed.
Third, all the motivation variables, transfer design, organization environment, and learners’ satisfaction had direct effects on the learning transfer significantly. Comparing the relative effects of these variables, satisfaction had more effects on learning transfer than the others did. However, no direct effect of learners’ achievement and supervisor/peer support were found. This result implicates that it is important to design e-Learning contents that is relevant to the job, have similar working environment, and provide feedback for learning transfer. Aggressive support from the company and establishing positive culture which emphasizes change and learning are also needed. In addition, making up for the achievement measure and integrating learning into job performance are necessary.
Based on the results of this study, further research is suggested as follows.
First, there may be other motivation variables related to learning outcomes, so diverse variables such as achievement goal, presence, and flow should be considered.
Second, there also may be other external variables related to learning transfer such as tutoring support and learning system. Therefore, further study exploring other variables related to learning transfer and analyzing the relationship needs to be conducted.
Third, further research considering other learning outcomes such as participation, learning persistence is also needed.
Forth, in further studies, diversity is needed in measuring learning transfer. Research on analyzing and collecting qualitative data such as journal, interview, observation, and performance output, as well as measuring learning transfer through self-reported survey, are needed.
Fifth, the same research should be done on a different company in order to examine the differences in the variables of learning transfer according to the diverse context. Further research on learning transfer case study based on qualitative approach will also be meaningful as well.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 3
• C. 용어의 정의 = 4
• 1. 이러닝 = 4
• 2. 동기변수 = 5
• 3. 외적변수 = 6
• 4. 학습성과변수 = 7
• 5. 학습전이 = 8
• Ⅱ. 이론적 배경 = 9
• A. 기업 이러닝 = 9
• 1. 이러닝의 개념 = 9
• 2. 기업 이러닝의 현황 및 과제 = 10
• B. 학습전이 = 12
• 1. 학습전이의 개념 = 12
• 2. 학습전이의 모형 = 13
• 3. 학습전이의 측정 = 16
• C. 학습전이 관련변수 = 18
• 1. 동기변수 = 23
• 2. 외적변수 = 30
• 3. 학습성과변수 = 35
• D. 선행연구 = 38
• 1. 동기변수와 만족도의 관계 연구 = 38
• 2. 동기변수, 만족도와 성취도의 관계 연구 = 42
• 3. 동기변수, 외적변수, 학습성과변수와 학습전이의 관계 연구 = 48
• Ⅲ. 연구방법 = 63
• A. 자료수집 대상 = 63
• B. 자료수집 절차 = 66
• C. 측정도구 = 67
• 1. 동기변수 측정 = 69
• 2. 외적변수 측정 = 71
• 3. 만족도 측정 = 73
• 4. 학습전이 측정 = 73
• D. 자료분석 방법 = 74
• Ⅳ. 결과 = 79
• A. 기술통계 및 상관분석 결과 = 79
• B. 측정모형의 검증 = 81
• C. 구조모형의 검증 = 84
• D. 매개효과의 검증 = 92
• Ⅴ. 논의 = 98
• A. 동기변수가 만족도에 미치는 영향 = 98
• B. 동기변수와 만족도가 성취도에 미치는 영향 = 101
• C. 동기변수, 외적변수, 학습성과변수가 학습전이에 미치는 영향 = 103
• D. 만족도 및 성취도의 매개효과 = 109
• Ⅵ. 결론 및 제언 = 111
• A. 결론 = 111
• B. 연구의 제한점 및 후속연구를 위한 제언 = 112
• 참고문헌 = 115
• 부록 = 138
• ABSTRACT = 145

참고문헌 (Reference)

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