이러닝 성인학습자의 내재적 가치와 학업적 자기효능감에 따른 학습지속의향, 만족도, 학업성취도의 예측 = Prediction of Learning Persistence, Satisfaction, and Academic Achievement according to e-learning Adult Learners` Intrinsic Value and Academic Self-Efficacy

국문 초록 (Abstract)

본 연구는 이러닝 성인학습자를 대상으로 학업지속의향, 만족도, 학업성취도에 대한 내재적 가치, 학업적 자기효능감의 예측 정도를 규명하기 위해 수행되었다. 이를 위해 2010년 A사이버대학에 재학중인 이러닝 성인학습자 278명을 대상으로 온라인 설문조사를 실시하였다. 내재적 가치와 학업적 자기효능감의 학업지속의향, 만족도, 학업성취도에 대한 예측정도를 검증한 결과, 내재적 가치만이 학업지속의향과 만족도에 대한 유의미한 예측 변인임을 확인하였다. 반면 내재적 가치와 학업적 자기효능감 모두 학업성취도를 예측하지 못하는 것으로 나타났다. 그리고 만족도가 학업지속의향을 예측하는 유의미한 요인으로 도출되었으며, 학업성취도는 학업지속의향을 예측하지 못하는 것으로 나타났다. 이러한 연구결과를 바탕으로 이러닝 성인학습자의 만족도를 높이기 위한 전략을 제시하였으며, 내재적 가치를 강화하기 위한 전략을 목표, 과제, 교수설계와 환경, 교수학습 활동으로 세분화하여 구체적이고 통합적으로 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explain adult learners` intrinsic value and academic self-efficacy as predictors of learning persistence, satisfaction, and academic achievement in e-learning environment. This study was based on a web survey of 278 A cyber university students in 2010. The analysis results of the study are as follows: The results showed that only intrinsic value meaningfully expected academic persistence and satisfaction after the prediction analysis of intrinsic value and academic self-efficacy toward academic persistence, satisfaction and academic achievement. On the other hand, both intrinsic value and academic self-efficacy didn`t predict academic achievement. And satisfaction was revealed as a meaningful predictor for academic persistence, while academic achievement didn`t predict academic persistence. Based on these results, this study suggested e-learning strategies to improve adult learners` satisfaction, as well as to strengthen intrinsic value. The strategies related with intrinsic value were presented with the categories of objectives, tasks, instructional design and environment, and teaching-learning activities.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅳ. 논의 및 결론

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