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NTIS 바로가기한국융합학회논문지 = Journal of the Korea Convergence Society, v.10 no.10, 2019년, pp.283 - 289
배재홍 (한국폴리텍대학 울산캠퍼스 교양과) , 신호영 (영남대학교 산경연구소)
This study classifies the characteristics of e-learning learners into personal and psychological factors and examines how they affect the e-learning effects and intention to reuse. For this purpose, a research study was conducted targeting university students at Y and K universities in Gyeongsangbuk...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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이러닝의 단점은 무엇인가? | Shin[15]의 연구에서 대학생들은 이러닝을 이용하는 가장 큰 이유로 학습자가 직접 선택할 수 있는 자유로운 학습시간과 학습공간 때문이라고 대답했다. 하지 만, 외부의 통제성이 없기 때문에 학업성취도가 오프라인 강의에 비해 낮음을 이러닝 이용 시 가장 큰 결점으로 지적했다. 학습자 개개인의 역량이나 노력 등의 차이도 있지만, 이러닝의 가장 큰 장점인 자율성이 오히려 대학생 들의 자기통제성을 낮추어 학습효과에 영향을 미친 결과로 보여진다[16]. | |
자기통제란 무엇인가? | 자기통제(self-control)는 외부의 개입이나 지시가 없는 상황에서 목표를 달성하기 위해 순간적인 유혹이나 만족을 주는 정서적, 행동적 충동을 자발적으로 통제할 수 있는 능력을 말한다[17,18]. 선행연구를 살펴보면, 학습자의 자기통제가 높을수록 참여도가 높고[19] 개인학습시간도 많아져 학습효과가 높은 것으로 나타났다[20]. | |
자기통제성과 자기효능감을 높이기 위한 방안은 무엇인가? | 이에 대학생들의 자기통제성과 자기효능감을 높일 수 있는 방안이 필요하다. 대학생이 스스로 학습과정을 관리하고 학습을 진행할 수 있도록 시스템 설계와 교수자의 관리적인 역할이 중요시 되어야 할 것이다. |
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D. I. Kim, H. J. Lee & J. Y. Son. (2005). Practical Solutions for Establishing Blended e-Learning System to Improve the Quality of University Education. Asian Journal of education, 6(4), 97-123.
E. J. Jang, Y. K. Seo & H. J. Cheong. (2010). The Effects on Course Satisfaction, Effectiveness Awareness, and Importance Awareness from e-Learning Contents' Construct Factors Based on Demographic Factors of Cyber University Students. Journal of Educational Technology, 26(1), 57-85. DOI : 10.17232/KSET.26.1.57
E. M. Sung. (2014). The Influence of Smart Media Literacy's Factors on Subject Attitude and Achievement: Focusing on Middle School Students' Gender Differences. Journal of Educational Technology, 30(4), 621-650. DOI : 10.17232/KSET.30.4.621
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