[논문]CELL교육과정 참여가 대학생의 학습몰입, 학습동기, 학업적자기효능감, 자기주도학습능력에 미치는 효과

양재훈; 조보람; 황인섭

doi:10.14400/jdc.2020.18.8.055

CELL교육과정 참여가 대학생의 학습몰입, 학습동기, 학업적자기효능감, 자기주도학습능력에 미치는 효과
Effects of CELL curriculum participation on college students' learning flow, learning motivation, academic self-efficacy, and self-directed learning ability 원문보기

디지털융복합연구 = Journal of digital convergence, v.18 no.8, 2020년, pp.55 - 67

양재훈 (경성대학교 경제금융물류학부) , 조보람 (경성대학교 교육혁신추진센터) , 황인섭 (경성대학교 미래융합대학)

초록
AI-Helper

본 연구는 CELL교육과정 참여가 대학생의 학습몰입, 학습동기, 학업적자기효능감, 자기주도학습능력에 미치는 효과를 알아보고자 하였다. 이를 위해 2020년 1학기에 K대학교 재학생 386명을 대상으로 사전·사후 설문조사를 실시하고 SPSS를 사용하여 분석하였다. 주요 연구결과는 다음과 같다. 첫째, CELL교육과정 참여가 대학생의 학습몰입, 학습 동기, 학업적자기효능감, 자기주도적학습능력에 통계적으로 유의한 향상을 보였다. 둘째, 성별에 따른 분석에서는 여학생의 경우에만 학습몰입, 학업적자기효능감, 자기주도학습능력에 유의한 향상을 보였다. 셋째, 학년별 분석에서는 2학년은 학습몰입과 자기주도학습능력에, 3학년은 모든 변인에, 4학년은 학업적자기효능감과 자기주도학습능력에 유의한 향상을 보였다. 넷째, 참여학생 인터뷰를 통해 참여소감과 개선점을 정리하였다. 본 연구는 CELL교육과정의 효과를 살펴보고 체계적인 운영과 지원을 위한 실천적인 방안을 제시하였다는 점에서 의의를 지닌다.

Abstract ▼ AI-Helper

The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.

주제어

표/그림 (7)

그림 Fig. 1. Research model
표 Table 1. Research participants
표 Table 2. T- test for the effectiveness of the cell curriculum (N=386)
표 Table 3. Results of analyzing the effectiveness of CELL curriculum participation by gender
표 Table 4. Results of analyzing the effectiveness of CELL curriculum participation for sophomore (N=139)
표 Table 5. Results of analyzing the effectiveness of CELL curriculum participation for junior (N=131)
표 Table 6. Results of analyzing the effectiveness of CELL curriculum participation for senior (N=116)

질의응답

핵심어	질문	논문에서 추출한 답변
	CELL교육과정이란?	이를 위해 K대학에서는 CELL교육과정을 개설하였다. CELL교육과정은 교과목 및 학기를 분절하여 학습자가 직접 재설계하는 교육과정이다. 총 5주의 기간 동안 진행되며 4주는 온라인학습을 하고, 1주는 오프라인 시험을 진행하여 1학점을 얻게 된다.
	자기주도학습이란?	자기주도학습은 학습자가 스스로가 다른 사람의 도움 없이 학습욕구를 진단, 학습목표를 설정, 학습자원을 확보, 적합한 학습전략을 선택하여 자신의 학습결과를 스스로 평가하는데 주도권을 갖는 과정이다[18]. 자기주도학습능력은 학습자 특성과 지적능력, 자기주도적으로 학습이 이루어지는 학습장면과의 상호작용에 의해 이루어지는 것을 의미한다[19].
	CELL교육과정의 학습과정은 어떻게되는가?	CELL교육과정은 교과목 및 학기를 분절하여 학습자가 직접 재설계하는 교육과정이다. 총 5주의 기간 동안 진행되며 4주는 온라인학습을 하고, 1주는 오프라인 시험을 진행하여 1학점을 얻게 된다. CELL교육과정은 한 학기에 1학점씩 최대 3개의 교과목을 선택하여 3학점을 이수할 수 있기에 다양한 학문에 대한 융합적인 경험을 할 수 있다.

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