원격기반 학점은행제 학습자의 학습접근 방식과 성과 영향 변인의 분석: 3P 학습시스템 모형을 중심으로 = Analysis of learning approach and outcome variables among credit bank-based distance learners: Focusing on the 3P learning system model

다국어 초록 (Multilingual Abstract)

The purpose of the study is to examine structural relationships among academic self-regulation, task value, deep approach to learning, surface approach to learning, satisfaction and academic achievement using the 3P model and to draw implications on how to increase learners’ satisfaction and academic achievement. The research participants were 407 students who were registered for cyber lectures through an distance lifelong education institution in South Korea. Structural equation modeling was employed to validate the proposed model. First, the result revealed that academic self-regulation and task value had a positive effect on the deep approach to learning. Second academic self-regulation and task value did not have a significant effect on the surface approach to learning. Third, the deep approach to learning and surface approach to learning had a positive effect on satisfaction. Lastly, the deep approach to learning had a positive effect on satisfaction, and surface approach to learning had a negative effect on academic achievement. This study empirically examined the relationship among academic self-regulation as student variables, the task value as teaching context variables in presage stage, the deep approach and surface approach as process variables in process stage, the satisfaction and academic achievement as product variables in product stage based on 3P model. The results provide a learning performance based model of distance lifelong education through 3P model. And we expect that the findings of this study will contribute to the formation and improvement of fundamental learning strategies for successful distance lifelong education.

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