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Á¦¸ñ : e-Learning ȯ°æ¿¡¼­ÀÇ ÀÚ±âÁ¶ÀýÇнÀÀü·«, ÀÚ±âÈ¿´É°¨°ú e-LearningÇнÀÀü·« ¼öÁØ ¹× Çо÷¼ºÃëµµ °ü·Ã¼º ±Ô¸í ÀúÀÚ : ÀÌÀμ÷
¹ßÇàÇÐȸ : Çѱ¹±³À°°øÇÐȸ [Korea society of educational technology]
¹ßÇàÁ¤º¸ : ±³À°°øÇבּ¸ Á¦ 19±Ç 3È£ pp.41-68(28 pages)
¹ßÇà³âµµ : 2003

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º» ¿¬±¸´Â e-Learningȯ°æ¿¡¼­ ¿ä±¸µÇ´Â ÀÚ±âÁ¶Àý
ÇнÀÀÇ À¯ÇüÀ» Zimmerman°ú MartinezponsÀÇ ÀÚ±âÁ¶ÀýÇнÀÀü·«, Pintrich¿Í DeGrootÀÇ ÀÚ±âÈ¿´É°¨ ¹× ÀÌÀμ÷ÀÇ e-LearningÇнÀ Àü·«À¸·Î ±¸ºÐÇÏ¿© À̵éÀÇ °ü°è¼ºÀ» ºÐ¼®Çϸç, À̵é Àü·«¿ä¼Ò¿Í Çо÷¼ºÃëµµÀÇ °ü°è¸¦ ¹àÈ÷°íÀÚ ÇÏ¿´´Ù. ±¹³» 1°³ »çÀ̹ö´ëÇÐ ÀçÇлý Áß ¹«ÀÛÀ§·Î ¼±Á¤µÈ 77¸íÀ» ´ë»óÀ¸·Î Àڱ⺸°íÇü ÃøÁ¤µµ±¸¸¦ »ç¿ëÇÏ¿´´Ù. ¿¬±¸°á°ú, Zimmerman°ú Martinez-ponsÀÇ ÀÚ±âÁ¶ÀýÇнÀÀü·«, Pintrich¿Í DeGrootÀÇ ÀÚ±âÈ¿´É°¨, ÀÌÀμ÷ÀÇ e-LearningÇнÀÀü·« ¼öÁØ¿¡´Â Àü¹ÝÀûÀ¸·Î ³ôÀº Á¤Àû »ó°ü°ü°è°¡ ÀÖÀ½À» ¾Ë ¼ö°¡ ÀÖ¾úÀ¸¸ç e-LearningÇнÀÀü·«ÀÇ ÇÏÀ§º¯ÀÎÀ¸·Î Á¦½ÃµÈ ½Ã°£°ü¸®Àü·«ÀÌ °¡Àå Çо÷¼ºÃëµµ¸¦ ¿¹ÃøÇØÁÖ´Â º¯ÀÎÀ¸·Î ÀÛ¿ëÇÏ¿´´Ù. º» ¿¬±¸´Â ±âº»ÀûÀ¸·Î ÀüÅëÀûÀÎ ¿¬±¸¿¡¼­ ³íÀÇµÇ¾î ¿Â ÀÚ±âÁ¶ÀýÇнÀ ¸ðÇüÀÌ e-Learningȯ°æ¿¡¼­ ÇнÀÀÚ¿¡°Ô ¿ä±¸µÇ´Â Àü·«À» Æ÷°ýÀûÀÌ°í Á¤È®ÇÏ°Ô ÆľÇÇϴµ¥ ¾î´À Á¤µµ ÇÑ°è°¡ ÀÖÀ½À» ½Ã»çÇØÁØ´Ù.µû¶ó¼­ e-Learningȯ°æ¿¡¼­ ¿ä±¸µÇ´Â Àü·«º¯ÀεéÀÌ º°µµ·Î ±Ô¸í, ¿¬±¸, Áö¿øÀÌ µÇ¾î¾ß ÇÒ °ÍÀÌ´Ù.

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.Key words : e-Learning, time management, self-regulated learning, self-efficacy, learning achievement, adult learning   (ÀÌÇÏ »ý·«)

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