The Study of Self-regulated Learning Related Variables in Web-Based Blended Learning: With a focus on School Adjustment Behavior, Academic Burnout, Self-Determination, and Participation in e-Learning

본 연구는 대학생의 자기주도학습 준비도 수준의 관련 변인으로서 한 학기 동안의 학교적응행동, 학업소진, 자기결정성, 이러닝 참여도와의 관계성을 밝히고자 하였다. 이를 위하여 웹기반 블랜디드 러닝으로 진행된 동일한 교수자의 학부 과목 수강생 189명을 대상으로, 학기 초와 학기 말의 자기주도학습 준비도 수준과 학교적응행동 수준을 반복 조사하였으며, 학기말에 자기결정성과 학업소진 정도, 이러닝 참여도를 측정하였다. 연구 결과, 한 학기 동안 학생들의 자기주도학습 준비도 수준과 학교적응행동 점수가 유의하게 향상되었으며, 이러닝 참여 정도와 학교적응행동의 변화량이 높고, 자기결정성이 높으며, 학업소진이 적을수록 학기말의 자기주도학습 준비도 수준이 높은 것으로 나타났다. 특히 한 학기 동안의 자기주도학습준비도 수준의 변화량을 결정짓는 요인은 학교적응행동의 향상과 낮은 학업소진 수준이었다. 이때, 학교적응행동변화가 학업소진과 자기주도학습 준비도 변화량 간의 관계를 매개함을 나타냈다. 본 연구는 웹기반 블랜디드 러닝에서 한 학기 동안의 자기주도학습 준비도 수준과 학교적응행동의 변화 정도를 직접 측정하여 경험적 결과를 얻었으며, 자기주도학습 준비도 수준의 변화를 이끈 요인을 밝혀 차후의 수업활동에서의 활용 가능성을 높였다는 사실에 의의가 있다.

This study explored the relationship among self-regulated learning, school adjustment behavior, academic burnout, self-determination, and participation in e-Learning in web-based blended learning. In addition, this study also examined whether or not school adjustment behavior variation mediated the relation between academic burnout and self-regulated learning variation. In order to achieve these aims, a total of 189 college students participated in this study. At the beginning and at the end of the semester, college students were asked to complete a questionnaire that included self-regulated learning, and school adjustment behavior. Self -determination and academic burnout were measured at the end of the semester. In addition, login records of the MOODLE site were used for participation in e-Learning. The collected data were analyzed using correlation analysis and regression analysis. The results of this study were as follows. Firstly, in the repeated measurement study, the self-regulated learning and the school adjustment behavior of college students showed significant change during the fall semester. Secondly, when the participation in e-Learning, school adjustment behavior variation and self- determination were high, along with a low academic burnout, then the greater the self-regulated learning was at the end of the semester. Thirdly, college students tended to display higher self-regulated learning variation during the fall semester, when they perceived that school adjustment behavior variation was high and academic burnout was low. Finally, the results highlighted that school adjustment behavior variation mediated the relation between academic burnout and self-regulated learning variation.