기업 e-Learning 학습전략의 관련 변인 및 학업성취도 규명

서지정보

ㆍ발행기관 : 한국기업교육학회 ㆍ수록지정보 : 기업교육연구 / 4권 / 1호
ㆍ저자명 : 이인숙

목차

I.연구 필요성
II.이론적 배경
III.연구방법 및 절차
IV.연구결과
V.논의 및 제언
참고문헌
Abstract

한국어 초록

본 연구는 e-Learning 형태의 강좌를 수강하는 기업 학습자들의 학습전략수준과 학업성취도의 관계, 학습전략의 수준, 학습전략에 영향을 주는 변인 등을 조사하였다. 연구 대상자는 국내 민간 e-Learning 교육기관이 제공하는 강좌 중에서 5개 강좌 수강자 중 총 73명이었다. 11개 학습전략 유형의 48개 항목으로 구성된 설문조사를 통해 이루어진 본 연구 결과, 시간관리전략 수준만이 실제 학업성취도를 예측해주고 있다. 기업의 학습자들은 e-Learning 환경에서 시간관리전략을 포함한 대부분의 학습전략의 수준이 별로 높지 않은 것으로 나타났다. 세부요인별로 영향의 유무가 다르게 나타났으나, 영향이 있는 경우에는 학력이 학습전략 수준에 독립적으로 영향을 주거나 연령과 학력의 상호작용이 나타나는 경우가 발견된다.

영어 초록

This study sought to identify the relations between learning strategies and learning achievement, learning strategies levels, variables deciding their levels, and the relations among learning strategies. Through this, it attempted to find out any implications for strategies for designing and managing e-Learning environment and e-Learning strategies training programs.
The participants were 73 adult learners, taking any of 5 courses offered by a leading e-Learning educational program providers in Korea. A 48-item survey was administered. The questionnaire was organized into 11 categories as described below. Each item was designed with 5-point Likert scales, using values of 5 for strongly agree and 1 for strongly disagree. Post-hoc, internal consistency reliabilities of the categories were measured with the following Cronbach's alphas: self-direction(α=.73), (2)expression(α=.78), (3)multiple discussion(α=.77), (4)sociability(α=.74), (5)overload management(α=80), (6)information management(α=.81), (7)asynchronocity management(α=.75), (8)time management(α=.75), (9)information interpretation(α=.84), (10)self-efficacy(one item), (11)positive attitude(one item). Mean, ANOVA, Pearson Correlation, and Multi-regression were computed for the questionnaires and 5-point Likert items with negative descriptions were reversed for convenient interpretation.
The result indicated that higher time management competency facilitated better learning achievement as well as cognitive and behavioral involvement in e-Learning environment. Nonetheless, considering that adult learners in a corporate environment do not have high competencies in this strategy, external supports are especially demanded to improve this strategy or compensating for the weakness of it.
The result showed that corporate learners seemed not to be competitive in most of the learning strategies including time management in e-Learning environment. Although self-efficacy and positive attitude were relatively high, it appeared that expression strategy was the lowest. The levels of multiple discussion, overload management and information management may depend on especially academic levels and age levels as well.
Time management were highly correlated with self-regulation, expression strategy, overload management, information management, and asynchronocity managment. Multiple discussion and information management were significantly highly correlated with various other strategies. However, muli-regression indicated that expression strategy is not significantly related with e-Learning achievement. This result indicated that expression strategy facilitates cognitive and behavioral involvement in e-Learning rather than learning performance itself.

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