earticle

영어

The purpose of this study is to find the precess of adjustment to college life and fundamental meanings of the adjustment to college life, for adult learners of Cyber university. For this study, twelve students (4 male and 8 female students) were chosen from a Cyber university and a phenomenological method derived from Giorgi is used to analyze students’ experiences. According to the results of analysis, cyber university students realized self-directed learning ability was most important in their adaptation to college life. They also came to know which learning know-how was suitable for them and became self-confident in lifetime learning. They were able to better concentrate on lecture-type and demonstration classes than participation-type classes and had difficulty with those classes. Online discussions were anonymous and improved their thinking ability. Counseling with their mentors and supervising professors was helpful for their adaptation. Cyber universities need offline meetings more than ordinary colleges! They thought positively about their cyber university life when they felt their expertise and job skills had improved and their social network had been expanded. Based on the above results, this study discussed the suggestive points for supporting adult learners’ adjustment to their Cyber university life.

한국어

본 연구의 목적은 사이버대학 성인학습자의 대학생활 적응 과정과 대학생활 적응의 본질적 의미를 밝히는 것이다. 이를 위해 A대학교의 재학생 12명(남 4명, 여 8명)을 연구 참여자로 하여 연구 자료를 수집하고, 이를 Giorgi의 현상학적 방법을 통해 분석하였다. 분석결과, 이들은 대학생활적응 과정에서 사이버대학이기에 자기주도학습 능력이 가장 중요하며, 나에게 맞는 학습노하우를 알게 되었고 평생학습에 대한 자신감을 갖게 되었다. 강의식수업과 시범수업은 오프라인 수업보다 집중이 잘되지만 참여수업은 한계를 느꼈다. 온라인토론은 익명성의 특성이 있었으며, 사고력이 확대되었다. 사이버대학은 일반대학보다 오프라인 모임이 더 필요하며, 멘토와 지도교수와의 상담이 적응에 도움이 되었다. 전문지식 및 직무능력, 네트워크가 확대되었다고 느낄 때 대학생활을 긍정적으로 생각하게 되었다. 이러한 결과를 토대로 성인학습자들의 사이버대학생활 적응 지원방안을 위한 시사점을 논의하였다.