earticle

영어

This study aims to examine the characteristics, learning styles, and perceptions of academic achievement of adult learners majoring in social welfare who are engaged in blended learning, and to explore the differences and influences of learners’ characteristics on their perceptions of academic achievement, thereby deriving support strategies for blended learning among adult learners. A total of 265 adult learners participating in blended learning were surveyed, and frequency analysis, descriptive statistics, t-tests, and ANOVA were conducted on learner characteristics (personal, environmental, and learning), learning styles, and perceptions of academic achievement. Multiple regression analysis was also performed to investigate the influences among factors. The results indicated that the perception of academic achievement was higher in face-to-face classes than in online classes, and that male students and higher-grade students reported higher levels of perceived academic achievement. Furthermore, adult learners’ personal and learning characteristics had significant effects on their perceptions of academic achievement in online learning. Therefore, in designing blended learning for adult learners, it is essential to ensure a clear definition and integration between online and face-to-face classes, and to maximize learning outcomes by developing content that supports adaptation to blended learning at the early stages of enrollment.

한국어

본 연구는 블렌디드 러닝으로 학습하는 사회복지전공 성인학습자의 특성과 학습양식, 학업성취인지도를 살펴보고, 성인학습자의 특성에 따른 학업성취인지도의 차이 및 영향력을 탐색하여 성인학습자의 블렌디드 러닝 학습지원 방안을 도출하는데 목적이 있다. 블렌디드 러닝 방식으로 학습하는 성인학습자 265명을 대상으로 학습자 특성(개인특성, 환경특 성, 학습특성), 학습양식, 학업성취인지도 등에 대한 빈도분석, 기술통계, T검증, ANOVA분석을 실시하고 요인간의 영향 력을 탐색하기 위해 다중회귀분석을 실시하였다. 그 결과 온라인 수업보다는 대면 수업의 학업성취인지도가 높았고, 여학 생보다 남학생이, 저학년보다 고학년일수록 학업성취인지도가 높았다. 성인학습자의 개인특성과 학습특성은 온라인 학업 성취인지도에 영향을 미쳤다. 따라서 성인학습자를 위한 블렌디드 러닝은 수업설계시 온라인과 대면수업의 명확한 정의와 연계성을 확보하고, 입학초기 블렌디드 러닝 방식의 적응 돕는 컨텐츠 개발을 통해 학습효과를 최대화 할 수 있도록 해야 한다.