평생교육기관 도자교육 프로그램의 학습성과 영향요인 구조분석

Structural Analysis of Factors Influencing Learning Outcomes in Ceramic Education Programs at Lifelong Educational Institutes

이 연구는 평생교육기관 유형(주민자치기관, 대학부설기관, 문화센터기관)에 따라 도자교육 프로그램의 학습성과에 미치는 영향요인을 설명할 수 있는 이론적 모형을 개발하고 학습자특성, 참여동기, 학습참여도, 교육만족도가 학습성과에 미치는 영향을 구조분석 하였다. 연구결과 첫째, 주민자치기관모형에서 학습성과에 유의미한 영향을 미치는 요인은 교육만족도, 학습자특성, 학습참여도 순이며, 참여동기는 유의미한 영향을 미치지 않고 있었다. 둘째, 대학부설기관모형에서 학습성과에 유의미한 영향을 미치는 요인은 학습자특성, 참여동기, 학습참여도, 교육만족도 순으로 나타났다. 셋째, 문화센터기관모형에서 유의미한 영향을 미치는 요인은 학습자특성, 참여동기, 교육만족도 순이며, 학습참여도는 유의미한 영향을 미치지 않고 있었다.

This study aims to develop a theoretical model which helps explain the factors influencing the learning outcomes of ceramic education programs at lifelong educational institutes, and also to perform structural analysis of the influence on the learning outcomes affected by the participants learner- characteristics, participation motive, level of participation, and level of educational satisfaction. The research results from the problems stated are summarized below:First, The result of the tests for the community center model revealed that level of educational satisfaction, learner-characteristics, and level of participation were influential in a decreasing order to the learning outcome. The influence of participation motive did not have a statistical significance on learning outcomes. Within the influencing factors, the influence of participation motive did not have a statistical significance on level of participation. Second, the result of the tests for the institute attached to a university revealed that learner-characteristics, the participation motive, the level of participation, and the level of satisfaction were influential in a decreasing order to the learning outcome. The level of participation had a negative effect. Within the influencing factors, the influence of learner-characteristics did not have a statistical significance on the level of educational satisfaction. Third, the result of the tests for the cultural center revealed that the learner-characteristics, the participation motive, and the level of satisfaction were influential in a decreasing order to the learning outcome. The participation motive had a negative effect. The influence of the level of participation did not have a statistical significance. Within influencing factors, the influence of participation motive did not have a statistical significance on the level of participation.