원격대학 성인학습자가 인식한 이러닝환경, 자기조절학습능력 및 교수학습상호작용이 학습몰입에 미치는 영향

Effects of E-learning Environment, Self-Regulated Learning Ability, and Teaching-Learning Interaction on Learning Flow as Perceived by Adult Learners at Distance Universities

본 연구는 원격대학 성인학습자를 대상으로 이러닝환경, 자기조절학습능력, 교수학습상호작용이 학습몰입에 미치는 영향에 대해 분석하였다. 연구대상은 원격대학에 재학하거나 졸업한 학생이며, 대상자 수는 692명이다. 변인 간의 관계성을 입증하기 위해 상관분석을 실시하였으며, 변인 간의 영향력을 확인하기 위해 다중회귀분석을 실시하여 검토하였다. 연구결과, 첫째, 원격대학 성인학습자의 배경특성 중 연령, 지역, 학년에서 유의미한 차이가 있었다. 둘째, 원격대학 성인학습자가 인식한 이러닝환경, 자기조절학습능력, 교수학습상호작용이 학습몰입에 유의한 영향을 미치고 있는 것으로 나타났다. 이를 통해 원격대학 성인학습자에게 이러닝환경, 자기조절학습능력, 교수학습상호작용 모두 학습몰입을 향상시키는 데 있어서 중요한 변인임을 입증하였다. 이에 본 연구는 학습몰입 향상을 위한 실천적 방안을 제시하며, 향후 연구를 통해서 각 변수 간의 관계를 고려한 추가적인 분석을 제안하였다.

The purpose of this study is to analyze the effects of the e-learning environment, self-regulated learning ability, and teaching-learning interaction on learning flow among adult learners at distance universities. The subjects of this study were 692 students who attended or graduated from distance universities. Correlation analysis was conducted to examine the relationships among the variables, and multiple regression analysis was performed to confirm their influence. The study results showed that, first, there were significant differences based on age, region, and grade among the adult learners' background characteristics. Second, the e-learning environment, self-regulated learning ability, and teaching-learning interaction, as perceived by adult learners at distance universities, were found to have a significant influence on learning flow. These findings suggest that the e-learning environment, self-regulated learning ability, and teaching-learning interaction all act as important variables in improving learning flow for adult learners at distance universities. This study presents practical measures to improve learning flow and suggests additional analysis in future research considering the relationships among these variables.