이 연구의 목적은 기업에서 활용되고 있는 e-Learning 과정의 상호작용 유형에 따른 과정개설 실태와 만족도를 분석하는 것이다. 이를 위하여, 노동부에서 실시한 e-Learning 기관평가 자료(2006)와 노동부에서 실시한 e-Learning 컨텐츠 심사운영 사업의 자료가 유기적으로 연계된 총 76개 기업 및 e-Learning 교육기관의 2,986개 과정 데이터를 분석하였다. 구체적으로 첫째, e-Learning 과정의 상호작용 유형별(유형1, 유형2, 유형3; 3으로 갈수록 상호작용의 밀도가 높아짐)로 과정 개설 실태 및 학습자 만족도를 분석하였고, 둘째, 이러한 분석결과가 과정 특성 변인별(기관유형, 강사 당 학습자 비율, 개발방법, 과정유형, 학습수준, 자격관련유무, 학습시간)로 어떠한 차이가 나타나는지 살펴보았다. 연구 결과, 첫째, e-Learning 과정의 상호작용 유형에 따른 개설빈도는 대부분 과제 및 평가에 대한 교강사 첨삭 지도 중심의 상호작용(유형 2)이 주를 이루고 있었다. 둘째, 기업 e-Learning 특성 변인들과 상호작용 유형간에는 유의미한 관계가 나타났다. 셋째, 상호작용 유형별 학습자 만족도를 살펴본 결과 극히 제한된 상호작용이 이루어진 유형 1보다는 적극적인 상호작용이 적용된 유형2와 유형3의 만족도가 높게 나타났다. 넷째, 기관의 유형, 강사1인당 학생수, 컨텐츠 개발 방법, 자격관련 유무, 학습시간 변인과 상호작용 유형에 따라 학습자 만족도에 통계적으로 유의미한 차이가 있는 것으로 나타났다.

The purpose of this study is to analyze the characteristics of e-Learning courses and learner's satisfaction level according to the interaction types. The 2,986 course data of 76 institutes(corporations and e-Learning institutes), which were from the documentation of 'e-Learning institute evaluation(2006)' and 'e-Learning courses certification(2006)' in Ministry of Labor, were analyzed in the study. Using the data, the current courses of e-Learning and learners’ satisfaction level by e-learning course interaction types were analyzed. Further the results were studied according to the various variables of course characteristics. As a result, firstly, the most frequent opening course opening was the second type of interaction(teacher's main interaction activities in correcting assignment and evaluating learner's achievement). Secondly, the significant relationship was found between the variables of course characteristics and interaction types. Thirdly, learners showed higher satisfaction level about the interaction of type 2 and type 3 than restricted interaction type of 1. Fourthly, learner's satisfaction level was significantly different in the course characteristics(the number of students by a teacher, the content development method, the existence or nonexistence of license connection) and interaction types(type 1, type 2, type 3).

The purpose of this study is to analyze the characteristics of e-Learning courses and learner's satisfaction level according to the interaction types. The 2,986 course data of 76 institutes(corporations and e-Learning institutes), which were from the documentation of 'e-Learning institute evaluation(2006)' and 'e-Learning courses certification(2006)' in Ministry of Labor, were analyzed in the study. Using the data, the current courses of e-Learning and learners’ satisfaction level by e-learning course interaction types were analyzed. Further the results were studied according to the various variables of course characteristics. As a result, firstly, the most frequent opening course opening was the second type of interaction(teacher's main interaction activities in correcting assignment and evaluating learner's achievement). Secondly, the significant relationship was found between the variables of course characteristics and interaction types. Thirdly, learners showed higher satisfaction level about the interaction of type 2 and type 3 than restricted interaction type of 1. Fourthly, learner's satisfaction level was significantly different in the course characteristics(the number of students by a teacher, the content development method, the existence or nonexistence of license connection) and interaction types(type 1, type 2, type 3).

, , ,

interaction, learner's satisfaction level, corporate e-learning, e-learning contents