시간관리전략의 활성화를 촉진시키는 교수설계기반의 e-Learning 교수모형 탐색 = Introducing Time Management Strategies with the Best Instructional Model

다국어 초록 (Multilingual Abstract)

The current study intended to define the effects of a time management training program (called independent instructional design) and a time management supportive LMS embedded program along with a training program (called combined instructional design) within the e-Learning environment. Based on the findings, it further explored the implications for instructional design for e-learning based time management strategy development programs. The research participants included 51 adult learners in the corporate sector who have taken a time management e-learning course offered by the independent instructional design and 32 learners who have taken a course by the combined instructional design. To measure the participants` preand post-time management level, Britton and Tessor`s (1991) time management test instrument was applied. The instrument includes ``daily planning`` and ``long-term planning`` items with 5 Likert scales. The research tools were comprised with (1) a time management e-learning course, called ``Doing the Prestigious First`` and (2) a time management support functions embedded LMS. Data has been treated with t-test and multi-regression. The results revealed that the independent instructional design has produced significant effects on the improvement of ``daily planning`` behaviors. The combined instructional design approach showed its greatest effects in improving the total variables of time management strategies and ``daily planning``, much greater effects than the independent instructional design. In addition, the gender factor independently affected significantly on the improvement of ``daily planning`` with more changes in females than males. From the research results, the following conclusions and suggestions are to be discussed: First, both the independent instructional design and the combined design may contribute enhancing time management strategies. Second, the combined design, however, may have a higher contribution to strategy development than the independent design. Third, there might be various specific independent and embedded instructional strategies when constructing the combined design. Fourth, both the independent and combined approach are valuable for ``daily planning`` strategies; the combined approach might be recommended for long term planning. Fifth, regardless of any instructional design approach, females seem to enjoy more benefits from instructional design for time management enhancement.

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