본 연구는 e-Learning 환경에서 성인학습자의 사회적 학습양식을 분석함으로써 이러한 학습양식의 차이가 학습전략의 활용과 학습활동선호에 어떠한 차이를 가져오는지 분석하는 것을 그 목적으로 하였다. 이를 위하여 e-Learning으로 대학원 과정을 수강하는 성인학습자들을 대상으로 학습양식, 학습전략, 학습활동 선호에 대한 설문조사를 실시하였다. 학습양식으로는 사회적 학습양식을 측정할 수 있는 Grasha-Reichmann의 학습양식을 사용하여 독립적, 협동적 학습양식 점수를 산출하고 각 학습양식의 중앙값을 기준으로 상, 하 조합에 따른 집단별 학습전략, 학습활동 선호도 차이를 분석하였다. 연구결과는 다음과 같다. 첫째, 성인학습자의 독립적 학습양식과 협동적 학습양식의 점수는 유사하였고 두 학습양식의 조합에 따른 빈도를 봤을 때, 독립적, 협동적 학습양식이 모두 낮은 학습자가 가장 많았고 모두 높은 학습자 수가 그 다음을 나타냈다(중앙값 기준). 둘째, 독립적, 협동적 학습양식과 학습전략, 학습활동 선호는 정적인 상관관계가 나타났다. 셋째, 독립적, 협동적 학습양식 점수에 따른 학습전략 및 학습활동선호에 통계적으로 유의미한 차이가 있었다. 전반적으로 높은 독립적, 협동적 학습양식 점수를 나타낸 집단에서 가장 높은 학습전략과 학습활동선호 점수를 보였고 반대로 독립적, 협동적 학습양식 점수가 낮은 집단의 경우 가장 낮은 학습전략 사용과 학습활동 선호를 나타냈다. 한편, 독립적이거나 협동적인 학습양식 한쪽만 높은 집단 가운데 독립적 학습양식이 높은 집단은 협동적 학습양식이 높은 집단에 비해 인지적, 개인적 차원의 학습전략 점수와 강의듣기, 성찰하기와 같은 개인적 학습활동 선호 점수가 높게 나타났다. 반면, 토론하기나 조별과제 같은 사회적 학습활동은 협동적 학습양식이 높은 집단의 선호가 높게 나타났다.

This research was aimed to analyze adult learners' social learning style, and the differences of learning strategies and preference of learning activities in e-Learning environments by their learning style. For this research, A survey which measured the independent and collaborative learning style, learning strategies and preference of learning activities was conducted to the graduate students who attended e-Learning courses. The research results were as follows: The first, the mean scores of independent and collaborative learning style were almost same. The second, correlations between two learning styles and learning strategies, preference of learning activities were positive. The third, there was meaningful differences in use of learning strategy and preference of learning activities among groups of learning style. The scores on learning strategies and preference of learning activities were the highest in high-independent, high-collaborative learning style group. On the contrary, the scores on learning strategies and preference of learning activities were the lowest in low-independent, low-collaborative learning style group. The scores of personal and cognitive strategies was higher in high-independent and low-collaborative group than low-independent and high-collaborative group. The scores of preference in personal activities, that is lecture, writing a reflection paper etc. were higher in high-independent and low-collaborative group, but the scores of social activities, that is, discussion, group task were higher in low-independent and high-collaborative group.

This research was aimed to analyze adult learners' social learning style, and the differences of learning strategies and preference of learning activities in e-Learning environments by their learning style. For this research, A survey which measured the independent and collaborative learning style, learning strategies and preference of learning activities was conducted to the graduate students who attended e-Learning courses. The research results were as follows: The first, the mean scores of independent and collaborative learning style were almost same. The second, correlations between two learning styles and learning strategies, preference of learning activities were positive. The third, there was meaningful differences in use of learning strategy and preference of learning activities among groups of learning style. The scores on learning strategies and preference of learning activities were the highest in high-independent, high-collaborative learning style group. On the contrary, the scores on learning strategies and preference of learning activities were the lowest in low-independent, low-collaborative learning style group. The scores of personal and cognitive strategies was higher in high-independent and low-collaborative group than low-independent and high-collaborative group. The scores of preference in personal activities, that is lecture, writing a reflection paper etc. were higher in high-independent and low-collaborative group, but the scores of social activities, that is, discussion, group task were higher in low-independent and high-collaborative group.

Learning style, Grasha-Reichmann Learning style, Independent learning style, Collaborative learning style, Learning strategy, Learning activity