교수자의 웹 기반 교육 활용에 영향을 미치는 요인 및 요인간의 관계 = The structural relations of factors affecting the use of web-based instruction(WBI) in higher education

국문 초록 (Abstract)

본 연구는 대학 교수자들이 웹 기반 교육을 활용하는데 영향을 미치는 요인들과 요인들 간의 관계를 규명하고자 하였다. 이를 위하여 문헌 연구를 기반으로 기술 활용에 영향을 미치는 요인들과 요인들 간의 관계를 상정한 후, 실증적인 자료에 근거하여 교수자의 웹 기반 교육 활용에 영향을 미치는 요인들을 검증하고, 이들 간의 관계와 영향력을 미치는 요인들을 고찰하였다.
관련 선행연구의 고찰을 통해 웹 기반 교육 활용에 직접 또는 간접 영향을 미치는 7개의 요인들을 선정하였다. 7개의 요인들은 나이/교수경력, 지원, 컴퓨터 사용 경험, 웹 활용에 대한 자기효능감, 주관적 규범, 웹 기반 교육의 유용함, 그리고 웹 기반 교육의 사용 편이성이었다. 요인분석 결과 유용함과 사용 편이성은 유사한 요인을 측정하는 것으로 나타나 최종 분석을 위해 신뢰도가 더 높은 유용함을 선택하였다.
연구 결과, 유용함은 웹 기반 교육의 활용도에 직접 영향을 미치는 것으로 나타났으며, 나이/교수경력, 지원, 컴퓨터 사용 경험, 그리고 웹 활용에 대한 자기효능감은 유용함에 매개되어 웹 기반 교육 활용에 영향을 미치는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the factors affecting the faculty's use of WBI in class and the structural relationship between those factors. Through this analysis, we developed a structural model for the adoption and utilization of WBI by faculty. This model has seven variables: endogenous and exogenous ones. Endogenous variables include faculty's computer experience, self-efficacy, subjective norm, user-friendliness, and usefulness. Exogenous variables are the age and teaching experience of the faculty and supports provided by the university. During the factor analysis, it is found that user-friendliness and usefulness variables measure similar factors, so only usefulness is applied in the analysis because it is regarded as more reliable.
A survey instrument for this research was developed in order to specify the meaning of each variable. In addition, a self-report was used to gather data for the analysis with a sample of 240 faculty members.
As a result, the variable of usefulness shows a direct effect on the dependent variable while other variables, including age and teaching experience, computer experience, self-efficacy, and supports show an indirect effect on it affected by usefulness. The variable of subjective norm shows no direct or indirect effect.
Based on this study, several suggestions are made for future research. First, researchers need to collect data not only through interview with the faculty or observation in classes using WBI but also through self-report. Second, we recommend researchers to take into account other variables which may be relevant to the use of WBI. Third, as the participants of this study are limited to faculty of an university, the generalization of the study results may be limited. Therefore, it can open doors for further research on identifying the similarities and differences among various institutions. Finally, on the basis of understanding the faculty's adoption and utilization of WBI, further research on developing strategies to promote WBI use in class is required.

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