자기효능감과 자기규제적 학습: 교육공학 관련 연구에서의 시사점 = Self- Efficacy and Self- Regulated Learning: Implications for Educational Technology Research

다국어 초록 (Multilingual Abstract)

Rapid technological changes and an ever- expanding knowledge base of the modern society put increasingly heavier emphasis on learners `` self- regulated learning capabilities. It is no longer possible to rely exclusively on traditional class room instruction where learners share the same instructional time and space, as more people are turning toward higher education with their familial and job- related duties. Distance or media- based learning is an attractive solution to these future learners that can effectively deal with the time and space constraints of traditional instruction. Unfortunately, with relatively limited personal and direct communication and guidance from instructors, learners of these new forms of instruction should assume greater responsibility for their own learning processes and products. Studies on self- regulated learning in divers e media- as s is ted instruction thus appear to be promising line of research. The present article first introduces three approaches to self- regulated learning that differ in their theoretical as well as methodological provision. It then discusses representative s elf- regulated learning theories such as those of Corno and Mandinach (1983) and Zimmerman(1989). The article concludes with implications of s elf- efficacy and s elf- regulated learning theories for future educational technology research.