원격대학 성인학습자가 인식한 이러닝환경, 자기조절학습능력 및 학습성과의 관계 = The Relationship among E-learning Environment, Self-regulated Learning Ability, and Learning Outcomes Recognized by Adult Learners at Distant Colleges
저자
발행사항
전주 : 전북대학교 대학원, 2024
학위논문사항
학위논문(박사)-- 전북대학교 대학원 : 교육학 평생교육 2024. 2
발행연도
2024
작성언어
한국어
주제어
발행국(도시)
전북특별자치도
형태사항
viii, 117 p. ; 26 cm
일반주기명
지도교수: 권인탁
UCI식별코드
I804:45011-000000058603
소장기관
The purpose of this study is to analyze the relationship among e-learning environment, self-regulated learning ability, and learning outcomes recognized by adult learners at distant colleges. Specifically, the purpose of this study is to verify the structural relationship, mediating effect, and moderating effect among e-learning environment, self-regulated learning ability, and learning outcomes for adult learners at distant colleges. Specific research problems for this are as follows. First, it is the structural relationship among e-learning environment, self-regulated learning ability, and learning outcomes of adult learners at distant colleges. Second, it is the mediating effect of self-regulated learning ability on the relationship among e-learning environment and learning outcomes recognized by adult learners at distant colleges. Third, it is an analysis of the moderating effect on the relationship among e-learning environment and learning outcomes according to the background characteristics of adult learners at distant colleges.
The research methods to identify this are as follows. The subjects of this study were 692 students and graduates of the Korea National University of Broadcasting and Telecommunications, and 692 people were studied by simple wireless sampling, and frequency analysis, reliability analysis, descriptive statistics, and correlation were analyzed to explore research problems, confirmatory factor analysis was performed based on measurement variables, and the structural equation model was estimated by a structural equation model. After analyzing the structural equation model, bootstrapping was used to verify the significance of the parameter effect, and multiple group analysis was performed to analyze the results of the moderating effect.
The research results analyzed to identify research problems in this way are as follows. First, in the structural relationship among the e-learning environment, self-regulated learning ability, and learning outcomes recognized by adult learners at distant colleges, the e-learning environment and self-regulated learning ability were found to have an effect on learning outcomes, and the e-learning environment was found to have an effect on self-regulated learning ability. Second, it was found that the self-regulated learning ability of adult learners at distant colleges mediates the relationship among the e-learning environment and learning outcomes. Third, it was found that the background characteristics of adult learners at distant colleges modulate the relationship among the e-learning environment and learning outcomes.
Based on these results, the conclusions are as follows. First, the e-learning environment and self-regulated learning ability that affect the learning outcomes of adult learners at distant colleges affect learning outcomes. In order to improve the learning outcomes of adult learners at distant colleges, support must be provided so that the operating management system of e-learning can be activated, and educational contents need to be subdivided and restructured. I Think It is necessary to provide learning support through instructors or peers of learners so that learners' self-directed learning ability can be improved.
Second, it was found that the self-regulated learning ability of adult learners at distant colleges mediates the relationship among the e-learning environment and learning outcomes. It can be seen that it means that the improvement of self-regulated learning ability and learning outcomes are improved by the e-learning environment. It means that the system function should be efficiently simple and convenient to utilize so that the learning speed and control can be achieved when learning using various materials, and multimedia should be provided in various ways.
Third, it was found that the background characteristics of adult learners at distant colleges control the e-learning environment and learning outcomes. It can be seen that the relationship among the e-learning environment and learning outcomes is affected by the number of courses per week and the time of course. Specifically, in the relationship among the e-learning environment and learning outcomes of adult learners at distant colleges, the number of courses per week, which are background characteristics, was high at 2 and 3 times, and the time of course per week was found to be highly affected by more than 2 hours and less than 4 hours.
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