MOOC 환경에서 자기조절학습능력과 지각된 유용성이 학습지속의향에 미치는 영향: 학습몰입의 매개효과 및 과제기술적합성의 조절효과
DC Field | Value | Language |
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dc.contributor.author | 김효진 | - |
dc.contributor.author | 송해덕 | - |
dc.contributor.author | 윤혜주 | - |
dc.contributor.author | 김연경 | - |
dc.date.accessioned | 2022-05-18T00:40:21Z | - |
dc.date.available | 2022-05-18T00:40:21Z | - |
dc.date.issued | 2022-03 | - |
dc.identifier.issn | 1225-424X | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/57754 | - |
dc.description.abstract | 본 연구는 K-MOOC를 수강하는 학습자들의 자기조절학습능력, 지각된 유용성, 학습몰입, 과제기술적합성, 학습지속의향 간의 구조적 관계를 분석하여 학문적, 실천적 시사점을 도출하는 것을 목적으로 한다. 연구 대상은 K-MOOC 참여 대학으로 선정된 서울시 소재 4년제 A 대학에서 개설된 4개 K-MOOC 강좌의 수강생 179명이다. 연구 결과는 다음과 같다. 첫째, K-MOOC에서 자기조절학습능력은 학습지속의향에 직접적인 유의한 영향을 미치지 않는 반면 간접효과는 유의하였으며, 학습몰입에는 정적인 영향을 미치는 것으로 나타났다. 둘째, K-MOOC에서 지각된 유용성은 학습몰입과 학습지속의향에 정적인 영향을 미치는 것으로 나타났다. 셋째, K-MOOC에서 자기조절학습능력, 지각된 유용성은 학습몰입을 매개로 학습지속의향에 유의한 영향을 미치는 것으로 나타났다. 넷째, K-MOOC에서 과제기술적합성은 자기조절학습능력, 지각된 유용성과 학습몰입 간 관계에서 조절효과를 가지고 학습지속의향 간 관계에서 조절된 매개효과를 가지는 것으로 나타났다. 이를 통해 K-MOOC에서 학습지속의향을 향상시키기 위한 학습 환경 설계의 필요성과 학습지원 방안에 대해 논의하였다. | - |
dc.description.abstract | The purpose of this study was to derive academic and practical implications by analyzing the structural relationship among self-regulated learning ability, perceived usefulness, learning engagement, task technology fit, and learning persistence of learners taking K-MOOC. The participants included 179 students from four K-MOOC courses opened at a four-year university A in Seoul, which were selected as K-MOOC participating universities. The study results were as follows. First, the self-regulated learning ability did not have a direct significant effect on the learning persistence, while the indirect effect was significant, and it had a positive effect on learning engagement. Second, perceived usefulness had a positive effect on learning engagement and learning persistence. Third, learning engagement had a mediating effect between self-regulated learning ability, perceived usefulness and learning persistence. Fourth, task technology fit had a moderating effect on the relationship between self-regulated learning ability, perceived usefulness, and learning engagement as well as a moderated mediating effect on the relationship between self-regulated learning ability, perceived usefulness, and learning persistence. The importance of designing a learning environment to enhance learning persistence in K-MOOC was discussed. | - |
dc.format.extent | 29 | - |
dc.language | 한국어 | - |
dc.language.iso | KOR | - |
dc.publisher | 한국교육공학회 | - |
dc.title | MOOC 환경에서 자기조절학습능력과 지각된 유용성이 학습지속의향에 미치는 영향: 학습몰입의 매개효과 및 과제기술적합성의 조절효과 | - |
dc.title.alternative | The Effect of Self-Regulated Learning Ability and Perceived Usefulness on Learning Persistence in MOOC: The mediating effect of Learning Engagement and the moderating effect of Task Technology Fit | - |
dc.type | Article | - |
dc.identifier.doi | 10.17232/KSET.38.1.149 | - |
dc.identifier.bibliographicCitation | 교육공학연구, v.38, no.1, pp 149 - 177 | - |
dc.identifier.kciid | ART002825222 | - |
dc.description.isOpenAccess | Y | - |
dc.citation.endPage | 177 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 149 | - |
dc.citation.title | 교육공학연구 | - |
dc.citation.volume | 38 | - |
dc.publisher.location | 대한민국 | - |
dc.subject.keywordAuthor | MOOC | - |
dc.subject.keywordAuthor | 자기조절학습능력 | - |
dc.subject.keywordAuthor | 지각된 유용성 | - |
dc.subject.keywordAuthor | 과제기술적합성 | - |
dc.subject.keywordAuthor | 학습몰입 | - |
dc.subject.keywordAuthor | 학습지속의향 | - |
dc.subject.keywordAuthor | self-regulated learning | - |
dc.subject.keywordAuthor | perceived usefulness | - |
dc.subject.keywordAuthor | learning persistence | - |
dc.subject.keywordAuthor | learning engagement | - |
dc.subject.keywordAuthor | task technology fit | - |
dc.description.journalRegisteredClass | kci | - |
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