자기조절학습을 지원하는 기업의 이러닝 학습관리체제의 개발과 효과에 관한 연구 = Development and Effects of a Learning Management System for Supporting Self-Regulated Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to suggest design components and specifications for developing a new Learning Management System(LMS) which can support the e-learners of companies to be self-regulated learners. Eight design components were selected and more specified design guidelines were made from the literatures on the idea of embedding self-regulated learning skills into instruction, two prior versions of LMS for self-regulated leaning in college on-line courses, and business requirements such as setting the learning goals with the guide of a supervisor. In the new LMS, the participants can diagnose their self-regulated learning skills: understand the importance of self-regulated learning set their learning goals specifically monitor their and other model learners` learning paths; take or browse electronic notes of their and model learners; check their learning environments and request easily to upload their ideas of electronic notes to Knowledge Management for their company. A new LMS was actually developed following the guidelines, and an e-learning course was implemented through this new LMS. The effect of this new LMS was not statistically significant from that of a regular LMS. The survey was done at the end of the e-learning course with the participants. The results suggested some conditions in which the new LMS may work to have effects on the achievement. First, many participants responded that ``My learning status`` was effective because it provided them the opportunity to see their learning goals and progress they made systematically. Second, while some of the participants said that ``electronic note`` was effective for them, many others responded that they did not use the ``electronic note`` fully because they did not know why they had to use it. These two results suggested that the new LMS should be modified and used under the specific conditions. First, there should be some systematic ways to explain why new LMS can help the participants to be self-regulated. The tutor can play this role, or a PAL(Pedagogical Agent as Learning Companions) type of interface can help the students to utilize the new LMS. Second, the new LMS could work well for those e-learning courses which have a relatively high amount of contents and complexity with a long period of time.

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