Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

The Structure Model Analysis of Cyber University Learners' Academic Self-efficacy, Learning Motivation, Self-directed Learning and Learning Flow

사이버대학 학습자의 학업적 자기효능감, 학습동기, 자기주도학습, 학습몰입의 구조분석

  • Kim, Ji-Woon (Division of Children, Konyang Cyber University)
  • 김지운 (건양사이버대학교 아동학과)
  • Received : 2020.10.05
  • Accepted : 2020.11.06
  • Published : 2020.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to propose a structural theoretical model that can explain the learning flow of online distance education participants and to clarify the structural causal relationship among related variables that affect the learning flow of cyber university learners. Study results found a modified final model with a statistically significant fit based on the structural research model proposed in this study explained the learning flow of cyber university learners. Second, as a result of verifying the relationship between learning motivation and learning flow of cyber university learners, it was found that intrinsic motivation had a significant positive effect on learning flow. Third, as a result of the empirical verification on the relationship between academic self-efficacy and learning flow of cyber university learners, it was found that academic self-efficacy had a significant effect on learning flow. Fourth, as a result of empirical verification on the relationship between self-directed learning and the learning flow of cyber university learners, it was found that the learner's self-directed learning ability had a significant effect on learning flow. Such research results can be used to suggest a strategic direction for successful settlement and diffusion of a new paradigm of online non-face-to-face distance education, which has recently attracted attention.

본 연구는 온라인 원격교육 참여자의 학습몰입을 설명할 수 있는 구조적 이론모형을 제안하고자, 사이버대학 학습자의 학습몰입에 영향을 미치는 관련 변인들 간의 구조적 인과관계를 밝히고자 하였다. 연구대상은 A사이버대학에 재학하고 있는 학생이며, 편의표집으로 대상자를 선정하고 직접설문조사와 우편설문조사를 병행하였다. 수집된 자료의 수는 272명이며, 분석 방법은 구조방정식모형분석을 사용하였다. 본 연구 결과로 첫째, 사이버대학 학습자의 학습몰입을 설명하기 위해 본 연구에서 제안한 구조적 연구모형을 기반으로 통계적으로 유의미한 적합성을 가지는 수정된 최종모형을 도출하였다. 둘째, 사이버대학 학습자의 학습동기와 학습몰입의 관계를 검증한 결과, 내재적 동기는 학습몰입에 유의한 정적영향을 미치는 것으로 나타났다. 셋째, 사이버대학 학습자의 학업적 자기효능감과 학습몰입의 관계에 대한 실증적 검증 결과, 학업적 자기효능감은 학습몰입에 유의한 영향을 미치는 것으로 나타났다. 넷째, 사이버대학 학습자의 자기주도학습과 학습몰입의 관계에 대한 실증적 검증 결과, 학습자의 자기주도학습 능력은 학습몰입에 유의한 영향을 미치는 것으로 나타났다. 이와 같은 연구결과는 최근 주목받고 있는 온라인 비대면 원격교육의 새로운 패러다임에 대한 성공적인 정착과 확산을 위한 전략적 방향성을 제시하는데 활용될 수 있다.

Keywords

References

  1. Chan-Gil Jung, Eul-Kyoo, Park. Sang-O Park, "Mediating effect of self-directed learning ability on the relationship between tyoes of learning participation motivation and level of learning flow of adult learners in a distance university", Journal of Education Culture Research, Vol.24, No.5, pp.155-177, 2018. DOI: https://doi.org/10.24159/joec.2018.24.5.155
  2. Ministry of Education and Science. 2019 Educational Statistics Collection, Korea Educational Development institute, Korea
  3. Ministry of Education and Science. 'K-MOOC, What new courses can you meet?', Korea Educational Development institute, Data Products [Internet]. Ministry of Education and Science, [sited 2020 July 7], Available from: https://blog.naver.com/moeblog/22200256954 (accessed AUG. 11, 2020)
  4. H. E. Lee, The reason for the lack of support for K-MOOC, Data Products [Internet]. University News Network, [sited 2018 oct. 28], Available from: https://news.unn.net/news/articleView.html?idxno=201434 (accessed AUG. 05, 2020)
  5. Veletsianos, G., A. Collier, & E. Schneider, "Digging Deeper into Learners' Experiences in MOOCs : Participation in Social Net-works Outside of MOOCs, Notetaking and Contexts Surrounding Content Consumption", British Journal of Educational Technology, Vol.46, No.3, pp.570-587, 2015. https://doi.org/10.1111/bjet.12297
  6. Na-Young Kim. The Structural Relationship among Academic Motivation, Program, Organizational Support, Interaction, Flow and Learning Outcome In Cyber Education. Ph.D dissertation, The Graduate School of Ewha Womans University, 2008.
  7. Csikszentmihalyi, M., Flow : The psychology of optimal experience, New York : HarperCollins Publishers, 1990.
  8. S. K. Lim, The Structural Analysis of Female Adult Learners' Participation in Lifelong Learning and Influencing Factors, Ph.D dissertation, The Graduate School of Dong-A University, 2008.
  9. J. S. Byoun, The Structural Analysis of Influencing Factors on Learning Outcome of Ceramic Education Programs in Lifelong Education Institutions, Ph.D dissertation, Korea National University of Education, 2009.
  10. Klein, B., Rossin, D., Guo, Y. M., & Ro, Y. K. , "An examination of the effects of flow on learning in a graduate-level introductory operations management course". The Journal of Education for Business, Vol.85, pp.292-298, 2010. https://doi.org/10.1080/08832320903449600
  11. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. . "Classroom emotional climate, student engagement, and academic achievment", The Journal of Eucational Psychology, Vol.104, No.3 pp.700-712, 2012.
  12. Qiuxiang Jin, Yong-Duk Chi, Gwangyong Gim, "A Study on the Intention of Continuous use of MOOC Applying Sel-Determination Theory and Learning Flow Theory : Focused on Differences between Korea and Chinese Culture", Journal of Information Technology Services, Vol.17, No.1, pp.121-134, 2018. DOI:https://doi.org/10.9716/KITS.2018.17.1.121
  13. Bandura, A., Self-Efficacy: The Exercise of Control. New York: Freeman, 1997.
  14. Ahyoung Kim & In-young Park, "Construction and Validation of Academic Self-Efficacy Scale", The Journal of Educational Research, Vol.39, No.1, pp.95-123, 2001.
  15. Jin-Ho Kim, A Structural Analysis of Factors Affecting the Participants' learning Flow in Adult Learning Programs, Ph.D dissertation, Seoul National University, 2003.
  16. Eun-Jee, Kim, "Examining Structural Relationships among College Students' Internal and External Factors for Learning Engagement and Satisfaction", Asian Journal of Education, Vol.16, No.3, pp.107-129, 2015. https://doi.org/10.15753/aje.2015.09.16.3.107
  17. Seon-Hwa Kim, Sang-youn Park, "Factors Affecting Nursing Students' Learning Flow, The Factors Influencing learning Flow of Nursing Students", Journal of the Korea Academic-Industrial cooperation Society, Vol.15, No.3, pp. 557-1565, 2014. DOI: http://dx.doi.org/10.5762/KAIS.2014.15.3.1557
  18. Damsil Kim & Seongwon Lee, "The relationship analysis among subject specific interests, self-regulated learning, learning flow and self-efficacy: focused on middle school English education", Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, Vol.9, No.3, pp.51-59, March 2019. DOI:http://dx.doi.org/10.21742/AJMAHS.2019.03.06
  19. Csikszentmihalyi, M. , "Play and intrinsic rewards". Journal of Humanistic Psycology, Vol.15, No.3, pp.41-63, 1975. https://doi.org/10.1177/002216787501500306
  20. I. B. Seok, The Structure of Learning Flow: Scale.Personality.Condition.Involvement, Ph.D dissertation, The Graduate School of Gyeongbuk University, 2007.
  21. Hyeong-Geun Park, An Analysis of the Mediating Effect of the Learning Flow in the Relationship between Study Motivation Factors and Self-Directed Learning, Ph.D dissertation, Hong-Ik University, 2009.
  22. G. T. Lee, The effect of normal learning program on immersion level improvement, Ph.D dissertation, Korea National University of Education, 2001.
  23. B. Y. Gye, Y. S. Kim, "Finding out the Relationship between Media characteristics, Presence, Learning flow, and Learning effects in Augmented Reality-based Learning", Research in Educational Engineering, Vo.24, No.4, pp.193-223, 2008.
  24. Chang-Soo, Seo. "A Structural Analysis of the Factors Affecting Learning Outcomes of Lifelong Education College Students", The Journal of Vocational Education Research, Vol.36, No.6, pp.1-25, 2017.
  25. Bandura, A., "Self-efficacy Mechanism in Human Agency", American Psychologist, Vol.37920, pp. 122-147, 1982. https://doi.org/10.1037/0003-066X.37.2.122
  26. Ji-Hye Lee, "Analysis of the Structural Relationships Between Mastery Goals Orientation, Academic Self-Efficacy, Self-Determining Motivation to Learn and Learning Flow", The Journal of Korea education, Vol.36, No3, pp.5-26, 2009.
  27. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. "Self-motivation for academic attainment: The role f self-efficacy beliefs and goal-setting", American Educational Research Journal, Vol.29, pp.663-676, 1992. https://doi.org/10.3102/00028312029003663
  28. Woolfolk, A. E., Educational Psychology(6th ed.), Boston: Allyn & Bacon, 1995.
  29. Deci, E. L., Intrinsic motivation, New York: Plenum, 1975.
  30. Csikszentmihalyi, M., "If we are so Rich, Why aren't we Happy?", American Psychologist, Vol.54, No.10, 1999.
  31. S. I. Park & Y. K. Kim, "Exploring the Relationship between Academic flow Factor, Flow level and Academic performance in Online Learning" , The Journal of Korea Open Association for Early Childhood Education, Vol14, No.1, pp.93-115, 2006.
  32. G. H. Kim, A Plan to Expand Vocational Education programs under the Grades Bank Systemn, Korea Educational Development institute, Korea, 2001.
  33. Knowles, M. S., Self-directed learning, New York: Association Press, 1975.
  34. M. H. Yang, A Study of Model exploration and Validation of Self-regulated Learning, Ph.d dissertation, Seoul National University, 2003.
  35. J. H. Lee, "The Structural Relationship among Self-determined learning motivation, Metacognition, Self-directed learning ability, Learning flow and Learning achievement", The Journal of Pedagogical research, Vol.48, No.2, pp.68-88, 2009.
  36. A. R. Jo & S. J. NO, "Analysis of the Relationship between Self-directed learning ability, Learning flow, Learning attitude, Learning satisfaction and Learning achievement of Distance university learners", The Journal of Pedagogical research, Vol.29, No.4, pp.849-879, 2013.
  37. Y. H. So., "The Structural Relationship Analysis between Teacher's class activities, Self-directed learning, Learning flow and Learning achievement Perceived by Learners", The Journal of Child education, Vol.20, No.2, pp.19-32, 2011.
  38. Jackson, S. A. & Marsh, H., "Development and validation of a scale to measure optimal experience: Th Flow State Scale", Journal of Sport and Exercise Psycology, Vol.18, pp 17-35, 1996. https://doi.org/10.1123/jsep.18.1.17
  39. Vallerand, R. J., & Bissonnette, R. J.. "Intrinsic, extrinsic, and motivational stylus as predictors of behavior: A prospective study", Journal of personality, Vol.60, pp.599-620, 1992. https://doi.org/10.1111/j.1467-6494.1992.tb00922.x
  40. E. M. Lim, The Relationship between Academic Motivation and Parental Behavior and Academic Achievement , Ph.D dissertation, Seoul National University, 1998.
  41. G. S. Kim, Amos 7.0 Structural Equation Model Analysis, Seoul: Han-na-re, 2007.
  42. Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L. Multivariate Data Analysis, 6th ed. Upper Saddle River, N.Y: Prentics-Hall International, 2005.