Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

The effect of the convergent operation of learning coaching and reward system on learning community students' academic self-efficacy and learning outcome

학습코칭과 보상시스템의 융합적 운영이 학습공동체 참여 대학생들의 학업적 자기효능감과 학습성과에 미치는 효과

  • Choi, Kyung-Mi (Department of Liberal Arts and Science, Gimcheon University) ;
  • Jang, Kee-Duck (Department of Early Childhood Education, Gimcheon University)
  • Received : 2019.04.23
  • Accepted : 2019.07.20
  • Published : 2019.07.28
Download PDF
⟨ Previous Next ⟩

Abstract

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

학습코칭과 보상시스템의 융합적 운영이 대학생들의 학업적 자기효능감과 학습성과에 어떠한 영향을 미치는지 알아보고자 하였다. 2학기에는 학습코칭과 학습성과에 따른 보상시스템을 마련하여 사전 공지하고 그에 따른 학업적 자기효능감을 측정하고자 학습공동체 운영 전 후 설문조사를 실시하였다. 또한 참여학생의 학습성향 진단하기 위해 G대학 재학생에게 MLST-II 학습전략진단검사를 실시하였다. 그 결과 G대학 재학생은 학습동기와 결과기대가 낮고 정체형과 잠재형 학습자가 많아 학습공동체 참여 과정에서 학습코칭에 거부감을 느끼고 부정적인 결과를 예상하였지만 2학기 학습공동체 운영 결과 학업적 자기효능감과 학습성과에 유의미한 향상을 나타내었다. 그러므로 부정적인 학습성향의 학생이라도 자율성에 맡기기 보다는 전문가의 학습코칭과 보상시스템이 학생들의 학업적 자기효능감과 학습성과에 긍정적인 결과를 야기하므로 교육 현장에서도 이러한 융합적인 프로그램 운영방식에 대한 고려가 필요할 것이다.

Keywords

OHHGBW_2019_v10n7_39_f0001.png 이미지

Fig. 1. Comparison before and after the academic self-efficacy of the learning community

Table 1. Model of Learner's Outcome and Data Types

OHHGBW_2019_v10n7_39_t0001.png 이미지

Table 2. The number of participation in learning community of the 1st and 2nd semester in 2017

OHHGBW_2019_v10n7_39_t0002.png 이미지

Table 3. Question number and Reliability coefficient (Cronbach’s α) of Academic Efficacy

OHHGBW_2019_v10n7_39_t0003.png 이미지

Table 4. Difference in academic self-efficacy before and after the operation of the learning community for the first and second semester of 2017

OHHGBW_2019_v10n7_39_t0004.png 이미지

Table 5. Comparison of the educational outcome of the first and second semester in 2017

OHHGBW_2019_v10n7_39_t0005.png 이미지

References

  1. M. H. Kang & B. N, Lim. (2002). Learning in the Age of Lifelong Learning : a school preparing for the future. Seoul : Hakjisa.
  2. C. M. Zhao & G. D. Kuh. (2004). Adding value : Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de
  3. H. J. Lee & J. S. Kang. (2005). A Study on the Operation of Learning Community for Effective Knowledge Management. Journal of the Korean Academy of Policy Science, 9, 1-23.
  4. Eisenberger, R, (1992). Learned industriousness. Psychological Review, 99(2), 248-267. https://doi.org/10.1037/0033-295X.99.2.248
  5. Insight. (2017). MLST-II Gimcheon University Learning Strategy Examination.
  6. S. E. Nam. (2017). A Study on the Development and Application of Coaching Program for College Students. Graduate School of Education of Soongsil University.
  7. N. Y. Park. (2004). Learning tendency Change and Influence Factors. Personnel Organization Research, 12(2), 35-75.
  8. Nevis, E.C. & Dibella, A. J.(1995). Understanding organizations as Learning Systems. Sloan Management Review, Winter: 73-85.
  9. K. Y. Kang. (2008). A child-changing coaching theory. Seoul : Todam media.
  10. S. H. Park & E. K. Kang & M. H. Oh. (2017). The Effects of Learning Coaching on Self-Directed Learning Ability and Academic Achievement in College Students. The Korean Journal of Growth and Development, 25(3), 315-319.
  11. E. S. Jung & K. M. Lee. (2018). The effect of monetary rewards on the intrinsic motivation of performance criteria. A Study on Learner-Oriented Textbook Education, 18(2). 737-762.
  12. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  13. S. J. Kang & E. J. Kim & H. J. Shin. (2016). Convergence Study about Problem-based Learing and Self-directed Learning Ability, Problem Solving Skills, Academic Self-efficacy, Motivation toward Learning of Nursing Students. Journal of the Korea Convergence Society, 7(2), 33-41. https://doi.org/10.15207/JKCS.2016.7.2.033
  14. A. Bandura, (1993). Perceived self efficacy in cognitive development and functioning. Educational Psychologist, 28(2),117-148. https://doi.org/10.1207/s15326985ep2802_3
  15. Zimmerman, B. J.(2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. https://doi.org/10.1006/ceps.1999.1016
  16. S. Y. Kim. (2014). A Study on the Perception of University Students on Learning Performance and Effective Teaching Methods. Journal of Lifelong Learning Society, 10(1), 59-82. https://doi.org/10.26857/JLLS.2014.02.10.1.59
  17. Austin, A. (1993). Assessment for excellence. The Oryx Press.
  18. Busan University of Foreign Studies. (2017). Center for Teaching and Learning 2016 Annual Report.
  19. Hannam University. (2017). Center for Teaching and Learning 2016 Annual Report.
  20. C. H. Lee. (2013). The Relationship between Academic Self-Effectiveness, Academic Emotions and Academic Achievements: Controlled Mediation of Social Support. Graduate School of Education of Kyungpook National University, Daegu.
  21. Gimcheon University. (2017) Learning Community Report.
  22. T. Y. Park & M. H. Do. (2015). The Effect of Self-guided Learning Coaching Program on Academic Self-efficacy. Graduate School of Education of Namseoul University, Cheonan.
  23. E. S. Jung & K. M. Lee. (2018). The effect of monetary rewards on the intrinsic motivation of performance criteria. A Study on Learner-Oriented Textbook Education, 18(2). 737-762.