Journal of Agricultural Extension & Community Development (농촌지도와개발)

Korean Society of Agricultural Extension (한국농촌지도학회)
권호 표지
DOI QR코드

DOI QR Code

The Influence of the Presence Perceived by Learners and Participation Motivation on Satisfaction in Distance Education

원격교육에서 성인학습자의 교육참여동기와 실재감이 학습만족도에 미치는 영향

  • 이재은 (현대경제연구원 인재개발원) ;
  • 유병민 (건국대학교 교육공학과) ;
  • 박혜진 (강릉원주대학교 기초교육원)
  • Received : 2015.05.22
  • Accepted : 2015.06.19
  • Published : 2015.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

Keywords

References

  1. 강명희. (2005). 협력학습을 위한 Cybergogy 모델 연구. 서울: 이화여자대학교 산학협력단.
  2. 권두승. (2005). 성인학습지도방법의 이론과 실제. 교육과학사.
  3. 권세준. (2012). 원격대학 도서관 서비스 품질평가에 관한 연구. 경기대학교 박사학위논문.
  4. 김나연. (2011). 사이버대학생의 교수실재감, 학습실재감, 학습성과의 구조적 관계 규명. 이화여자대학교 석사학위논문.
  5. 김민정. (2005). e-Learning 환경에서 인식되는 사회적 실재감과 성취도, 만족도, 학습 지속도의 관계 규명. 이화여자대학교 석사학위논문.
  6. 김유진, & 박주호. (2012). 사이버대학생의 학습실재감, 학습몰입 및 학업성취도간의 관계. 아시아교육연구, 13(3), 143-170.
  7. 김은경. (2010). 사이버대학생의 실재감, 유용.용이성, 학습성과간의 구조적 관계. 이화여자대학교 석사학위논문.
  8. 김정화. (2010). 이러닝 환경에서 e-튜터의 학습지원이 교수실재감과 학습실재감의 하위 변인에 미치는 영향과 구조적 관계 분석. 이화여자대학교 박사학위논문.
  9. 김지심. (2009). 기업 이러닝에서 실재감과 학습효과의 구조적 관계 규명. 이화여자대학교 박사학위논문.
  10. 김진호. (2003). 성인교육프로그램 참여자의 학습몰입 영향요인에 관한 구조분석. 서울대하교 박사학위논문.
  11. 박혜진. (2013). SNS 활용 대학수업에서 학습실재감, 학습몰입, 학습만족도, 학습지속의향 간의 구조 관계 분석. 건국대학교 박사학위논문.
  12. 송은주. (2011). 평생교육 참여 동기가 여성의 삶의 질에 미치는 영향. 중앙대학교 석사학위논문.
  13. 송종춘. (1999). 학습자 관점의 열린사이버대학 이용실태에 대한 분석. 부경대학교 석사학위논문.
  14. 이두현. (2009). 대학 입학유형별 학교생활 적응에 관한 연구. 전북대학교 대학원 박사학위논문.
  15. 임현민. (2003). 중년기 성인학습자의 교육참여동기에 관한 연구. 연세대학교 석사학위논문.
  16. 최호열, & 최미나. (2006). 대학 사이버 강의의 만족도 분석 및 개선방안: C대학 사례를 중심으로. 청대학술논집, 7, 1-24.
  17. 한상훈. (2003). 성인학습자의 교육참여동기와 자기주도적학습의 관계. 평생교육학연구, 9(3), 225-245.
  18. 한상훈. (2007). 성인학습자의 학습동기와 자기주도적학습의 관계. 학습자중심교과교육연구, 7(2), 355-374.
  19. Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco, CA: Jossey-Bass.
  20. Boshier, R. W. (1991). Psychometric properties of the alternative form of the education participation Scale. Adult Education, 36(1), 150-167.
  21. Halonen, J. S. (2002). Classroom presence. In. S.F.D. a. W.B.(Eds.) (Ed.), The teaching of psychology: Essays in honor of Wilbert J.McKeachie and Charles.
  22. Heeter, C. (1992). Being there: The subjective experience of presence. Presence: Teleoperators and Virtual Environments, 1(2), 262-271. https://doi.org/10.1162/pres.1992.1.2.262
  23. Houle, C. O. (1961). The inquiring mind: A study of the adult who continues to learn Madison. University of Wisconsin Press.
  24. Hurtman, J. L., & Turman-Davis, B. (2001). Factors related to the satisfaction of faculty reaching online courses at the University of Central Florida. Paper presented at the 2000 Sloan Summer Workshop on Asynchronous Learning Networks, Needham, MA.
  25. Kessler, R. (2000). The Teaching Presence. Virginia Journal of Education, 94(2), 1-12.
  26. Kim, N. R. (2007). Effects of facilitation promoting cognitive presence on student learning and satisfaction in an online community of inquiry. 2007 AECT International Convention (p. 10). Anaheim, CA.
  27. Knowles, M. (1984). The Adult Learner: A neglected species. Houston: Gulf.
  28. Knowles, M. (1999). Definite classics on adult education. NY: Association Press.
  29. Lindeman, E. (1926). The meaning of adult education. Montreal: Harvest House.
  30. Merriam, S. B. (2001). Andragogy and Self-Directed Learning Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89, 3-13.
  31. Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21-40.
  32. Phillips, J. (1997). Return on investment: In training and performance improvement programs. Houston, Texas: Gulf Publishing Company.
  33. Riechmann, S. W. & Grasha, A. F. (1974). A rational approach to developing and assessing the construct validity of a student learning style scale instrument. Journal of Psychology, 87, 213-23. https://doi.org/10.1080/00223980.1974.9915693
  34. Sargant, N. (2001). A north-south dicide among adult learners in Europe. Adults Learning, 12, 7-10.
  35. Swan, K. (2001). Virtual interaction: design factors affecting student satisfaction and perceived Learning in asynchronous online courses. Distance Education, 22(2), 306-331. https://doi.org/10.1080/0158791010220208
  36. Swan, K. (2002). Education, Building communities in online courses: The importance of interaction. Communication and Information, 2(1), 23-49. https://doi.org/10.1080/1463631022000005016
  37. Swan, K., Shea, P., Fredericksen, E., Pickett, A, Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 389-413.
  38. Swan, K., & Shin, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115-136.
  39. Tough, A. (1979). The adult's learning projects: A fresh appoach to theory and practice in adult learning(2nd ed.), Toronto: Ontario Institute for Studies in Education.
  40. Tu, C.H., & McIsaac, M. (2002). The relationship of social presence and interaction on online classes. The American Jounal of Distance Education, 16(3), 131-150. https://doi.org/10.1207/S15389286AJDE1603_2
  41. Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment and Evaluation in Higher Education, 23(2), 91-211.
  42. Willing, P. A., & Johnson, S. D. (2004). Factors that influence students' decision to dropout of online courses. Journal of Asynchronous Learning Network, 8(4), 105-118.
  43. Wolman, B. (1989). Dictionary of behavioral science. SD: Academic Press.

Cited by

  1. 성인학습자의 지각된 유용성과 태도가 학습몰입과 학습실재감에 미치는 영향 vol.23, pp.4, 2016, https://doi.org/10.12653/jecd.2016.23.4.0449
  2. 대학의 원격화상수업과 대면수업의 만족도 비교 연구 vol.21, pp.7, 2015, https://doi.org/10.5392/jkca.2021.21.07.440