인터넷을 활용한 원격교육에서 자기 규제 학습 유형이 학습자-자료 상호작용에 미치는 영향 = A Study on the impact of cognitive engagement on learner-content interaction

국문 초록 (Abstract)

본 연구의 목적은 인터넷을 활용한 원격교육에서 학습자의 자기 규제 학습 유형(자기 규제 학습자, 정보관리형 학습자, 과제중심형 학습자)에 따른 학습자-자료 상호작용의 양과 학습결과를 평가하는 데 있다. 연구 결과, 자기 규제 학습 유형별 학습자-자료 상호작용의 양은 통계적으로 유의미한 차이를 보이지 않았으나, 학습결과는 유의도 수준 10에서 유의미한 차이를 보였으며, Scheff 사후 검증 결과 정보관리형 학습자와 자기규제적 학습자 집단간에 유의미한 차이를 보였다. 이러한 결과는 인터넷을 활용하여 많은 정보를 제공하는 원격교욱의 환경에서는 정보관리형 학습자가 다른 유형의 학습자보다는 효과적인 학습을 할 수 있다는 가능성을 제공한다는 것을 제시하고 있다.

다국어 초록 (Multilingual Abstract)

Due to the radical development of technology, many changes have been made in our society, not to mention the educational area. First, the traditional media has changed into technomedia such as satellite broadcasting, VTR, audio, computer, beam projector, etc. They provide an environment that makes education more interesting and exciting. Learning is extended to the life education, telecommunication, and professional education from school education, and many researches are focused on this new area of learning. But most researches focused on Network system application, comparison with other media, and user interface. And few studies focused on the type of the interaction in the distance education, the comparison with other traditional instruction, and the degree of satisfaction in using the distance education. These do not show the instructional strategies which make more various interaction of the distance education.
This study will focused on the different effects of learner-content interactions based on the learner cognitive engagement. To elucidate these areas of study, 78 sophomores who were taking classes related computer from E University were selected as the participants. And one recipience was excluded because of sample size. For quantitative data anlaysis except recipience, statistical methods of ANOVA and Scheffe were used.
This study found following conclusion.
Analysis on the difference of the learner-content result showed no significant statistical differences between the cognitive engagement of amount of references. But, with task performance, there is significant differences between the self-regulated learner and resource management(p = .0533, p<.10).
From the above results, this study would propose that resource management showed high task performance. So the distance education using Internet can provide better environment to the resource management.
Finally, there are three types of interaction in distance education: learner-instructor interaction, learner-learner interaction, and learner-content interaction. This study focused on the learner-content interaction. However, more research should be conducted on other areas such as the influences of the four forms of cognitive engagements on learner-instructor or learner-learner interaction in the distance education using Internet, the fluences of the other learner characteristrc like MBTI on interaction in distance education, etc.

목차 (Table of Contents)

• I. 서론
• II. 이론적 배경
• 1. 인터넷을 활용한 원격교육
• 2. 인터넷을 활용한 원격교육에서의 상호작용
• 3. 자기 규제 학습 유형
• III. 연구 방법 및 절차
• 1. 연구 대상
• 2. 연구 도구
• 3. 연구 절차
• IV. 연구 결과
• 1. 학습지-자료 상호작용 결과
• V. 결론 및 제언