한국인터넷방송통신학회논문지 (The Journal of the Institute of Internet, Broadcasting and Communication)

  • 제16권2호
  • /
  • Pages.137-144
  • /
  • 2016
  • /
  • 2289-0238(pISSN)
  • /
  • 2289-0246(eISSN)
한국인터넷방송통신학회 (The Institute of Internet, Broadcasting and Communication)
권호 표지
DOI QR코드

DOI QR Code

원격평생교육 학습자의 목표지향성, 교수실재감, 학습접근방식, 만족도 및 학업성취도 간의 구조적 관계 규명

Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners

  • 주영주 (이화여자대학교 교육공학과) ;
  • 정애경 (인천재능대학교 유아교육과) ;
  • 최미란 (이화여자대학교 교육공학과)
  • 투고 : 2016.01.22
  • 심사 : 2016.04.08
  • 발행 : 2016.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 원격평생교육에서 학습자의 목표지향성, 교수실재감, 학습접근방식, 만족도 및 학업성취도 간의 구조적 관계를 규명하는 것이다. 이를 위해 A, B, C 대학교 부설 원격평생교육원 학습자 235명을 대상으로 온라인 설문조사를 실시하였다. 구조방정식 모델링 분석을 통한 연구 결과, 첫째, 숙달접근목표지향성과 교수실재감은 심층학습접근에 정적 영향을 미쳤으며, 둘째, 숙달접근목표지향성은 피상학습접근에 부적 영향을, 교수실재감에는 영향을 미치지 않는 것으로 확인되었다. 셋째, 심층학습접근은 만족도에 정적영향을 미쳤으며, 넷째, 피상학습접근은 만족도에 부적영향을 미쳤다. 다섯째, 심층학습접근은 학업성취도에 정적영향을 미쳤으며, 여섯째, 피상학습접근은 학업성취도에 부적영향을 미치는 것으로 확인되었다. 위와 같은 연구결과는 학습자의 숙달접근목표지향성과 교수실재감이 학습자들로 하여금 심층학습접근방식을 선택하게 하여 궁극적으로는 학업성취도와 만족도를 높여줌을 시사하였다.

The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.

키워드

참고문헌

  1. National Institute for Lifelong Education, Lifelong Education White Paper, 2013.
  2. J. Biggs, "From theory to practice: A cognitive systems approach. Higher Education Research and Development", vol.12, no.1, pp. 73-85. 1993. https://doi.org/10.1080/0729436930120107
  3. J. Biggs, "Teaching for quality learning at university(2nd ed.)". Berkshire. UK: Open University Press, 2003.
  4. Ames, C. "Classrooms: Goals, structure, and student motivation", Journal of Educational Psychology, 84, pp. 261-271, 1992. https://doi.org/10.1037/0022-0663.84.3.261
  5. Ames, C and Archer, J, "Achievement goals in the classroom: Students' learning strategies and motivation processes", Journal of educational psychology, vol. 80, no. 3, p. 260, 1988. https://doi.org/10.1037/0022-0663.80.3.260
  6. Witkow, M. R and Fuligni, A. J, "Achievement goals and daily school experiences among adolescents with Asian, Latino, and European American backgrounds", Journal of Educational Psychology, vol. 99, no.3, p. 584. 2007. https://doi.org/10.1037/0022-0663.99.3.584
  7. Meece, J. L. and Holt, K, "A pattern analysis of students' achievement goals", Journal of Educational Psychology, 85, pp. 582-590, 1993. https://doi.org/10.1037/0022-0663.85.4.582
  8. Garrison, D. R and Cleveland-Innes, M, "Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education", vol.19, no.3, pp. 133-148. 2005. https://doi.org/10.1207/s15389286ajde1903_2
  9. Corbetta, M and Shulman, G. L. "Control of goal-directed and stimulus-driven attention in the brain", Nature reviews neuroscience, vol. 3, no. 3, pp. 201-215. 2002. https://doi.org/10.1038/nrn755
  10. Marton, F and Saljo, R. "On Qualitative Differences in Learning: I-Outcome and process", British Journal of Edycational Psychology, vol. 46, no. 1, pp. 4-11. 1976. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
  11. Baeten, M., Kyndt, E., Struyven, K and Dochy, F. "Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness". Educational Research Review, vol 5, no. 3, pp. 243-260, 2010. https://doi.org/10.1016/j.edurev.2010.06.001
  12. Biggs, J. B, "Student Approaches to Learning and Studying. Research Monograph", Australian Council for Educational Research Ltd., Radford House, Frederick St., Hawthorn 3122, Australia. 1987.
  13. Diseth, A and Kobbeltvedt, T, "A mediation analysis of achievement motives, goals, learning strategies, and academic achievement", British Journal of Educational Psychology, vol. 80, no.4, 671-687, 2010. https://doi.org/10.1348/000709910X492432
  14. Picciano, A. G, "Beyond student perceptions: Issues of interaction, presence, and performance in an online course", Journal of Asynchronous learning networks, vol. 6, no. 1, pp. 21-40, 2002.
  15. Shea, P. J and Pickett, A. M and Pelz, W. E, "A follow-up investigation of 'teaching presence' in the SUNY Learning Network", Journal of Asynchronous Learning Networks, vol. 2, pp. 61-80. 2003.
  16. Richardson, J. C and Newby, T, "The role of students' cognitive engagement in online learning", The American Journal of Distance Education, vol. 20, no. 1, pp. 23-37, 2006. https://doi.org/10.1207/s15389286ajde2001_3
  17. Entwistle, N and Hanley, M. and Hounsell, D, "Identifying distinctive approaches to studying". Higher education, vol. 8, no. 4, pp. 365-380, 1979. https://doi.org/10.1007/BF01680525
  18. Lawless, C. J and Richardson, J. T, "Approaches to studying and perceptions of academic quality in distance education", Higher Education, vol. 44, no. 2, pp. 257-282, 2002. https://doi.org/10.1023/A:1016315114558
  19. Yang, Y. F and Tsai, C. C, "Conceptions of and approaches to learning through online peer assessment", Learning and Instruction, vol. 20, no. 1, pp. 72-83, 2010. https://doi.org/10.1016/j.learninstruc.2009.01.003
  20. Elliot, A. J and McGregor, H. A, "A $2{\times}2$ achievement goal framework", Journal of Personality and Social Psychology, vol. 80, no. 3, pp. 501-519, 2001. https://doi.org/10.1037/0022-3514.80.3.501
  21. Garrison, D. R., Cleveland-Innes, M and Fung, T, "Student Role Adjustment in Online Communities of Inquiry: Model and Instrument Validation", Journal of Asynchronous Learning Netwoeks, vol. 8, no. 2, pp. 61-74, 2004.
  22. Biggs, J. B., Kember, D., and Leung, D. Y, "The revised two factor study process questionnaire: R.SPQ.2F", British Journal of Educational Psychology, vol. 71, no. 1, pp. 133-149, 2001. https://doi.org/10.1348/000709901158433
  23. R. Kline, Principles and practice of structual equation modeling, New York: The Guilford Press, 2010.
  24. S. Moon, Understanding and application of structural equation modelling, Hakjisa, 2009.