연구문제 1. 학습자의 자기조절학습전략, 자기효능감, e-Learning 학습전략 수준은 어느 정도인가? 연구문제 2. 학습자의 자기조절학습전략, 자기효능감, e-Learning 학습전략간에 상관도는 어느 정도인가? 연구문제 3. 학습자의 자기조절학습전략, 자기효능감, e ...

연구문제 1. 학습자의 자기조절학습전략, 자기효능감, e-Learning 학습전략 수준은 어느 정도인가? 연구문제 2. 학습자의 자기조절학습전략, 자기효능감, e-Learning 학습전략간에 상관도는 어느 정도인가? 연구문제 3. 학습자의 자기조절학습전략, 자기효능감, e-Learning 학습전략 수준이 학업성취도를 예측할 수 있는가?

본 연구는 e-Learning환경에서 요구되는 자기조절학습의 유형을 Zimmerman과 Martinez- pons의 자기조절학습전략, Pintrich와 DeGroot의 자기효능감 및 이인숙의 e-Learning학습전략으로 구분하여 이들의 관계성을 분석하며, 이들 전략요소와 학업성취도의 관계를 밝히고 ...

본 연구는 e-Learning환경에서 요구되는 자기조절학습의 유형을 Zimmerman과 Martinez- pons의 자기조절학습전략, Pintrich와 DeGroot의 자기효능감 및 이인숙의 e-Learning학습전략으로 구분하여 이들의 관계성을 분석하며, 이들 전략요소와 학업성취도의 관계를 밝히고자 하였다. 국내 1개 사이버대학 재학생 중 무작위로 선정된 77명을 대상으로 자기보고형 측정도구를 사용하였다. 연구결과, Zimmerman과 Martinez-pons의 자기조절학습전략, Pintrich와 DeGroot의 자기효능감, 이인숙의 e-Learning학습전략 수준에는 전반적으로 높은 정적 상관관계가 있음을 알 수가 있었으며 e-Learning학습전략의 하위변인으로 제시된 시간관리전략이 가장 학업성취도를 예측해주는 변인으로 작용하였다. 본 연구는 기본적으로 전통적인 연구에서 논의되어 온 자기조절학습 모형이 e-Learning환경에서 학습자에게 요구되는 전략을 포괄적이고 정확하게 파악하는데 어느 정도 한계가 있음을 시사해준다. 따라서 e-Learning환경에서 요구되는 전략변인들이 별도로 규명, 연구, 지원이 되어야 할 것이다.

The recent literature has not paid sufficient attention to self-regulated learning which are critical for success in e-Learning environment. Instead, it tends to presuppose the same self-regulated learning strategies identified and discussed in the tr ...

The recent literature has not paid sufficient attention to self-regulated learning which are critical for success in e-Learning environment. Instead, it tends to presuppose the same self-regulated learning strategies identified and discussed in the traditional face-to-face environment. The purposes of the present study were as follows:

1. How are the self-regulated learning strategies, self-efficacy, and e-Learning strategies related to student academic achievement within the e-Learning environment?

2. What are the co-relations among self-regulated learning strategies, self-efficacy, and e-Learning strategies?

The participants were randomly selected 77 adult learners who were enrolled in one of the Korea's digital distance universities. Three kinds of questionnaires were employed and each item was designed with 5-point Likert scales, which include self-regulated learning strategies by Zimmerman and Martinez-Pons, self-efficacy by Pintrich and De Groot, and e-Learning strategies by Lee. Mean, Pearso's Correlation, and Multi-regression were computed for the questionnaires.

The result showed that 'time management' was the most significant predictor on academic achievement. For adult learners within the e-Learning environment, the higher time management skill the better the academic achievement. There are positive and moderately high relations among self-regulated learning strategies, self-efficacy, and e-Learning strategies. As a result, the current research confirmed in the e-Learning environment the close correlation between self-regulated learning strategies and self-efficacy well identified in the traditional learning environment. Moreover, it identified the close correlation among e-Learning strategies, self-regulated learning strategies and self-efficacy. However, strategies in group discussion, information processing, and time management of e-Learning strategies were not or slightly associated with self-regulation and self-efficacy. This result indicated that e-Learning strategies are not able to comprehensively be dealt with by the traditional framework of self-regulation and self-efficacy.

The results indicated that higher time management competency facilitated better learning achievement. Although correlation data cannot address causality, it appears that the learners who are better in self-regulated learning strategy are those who are better in e-Learning strategy in general; those who are better in self-efficacy are better in e-Learning strategy.