earticle

영어

This study aimed to examine the impact of blended (online + offline) learning experiences on the self-directed learning competence of adult learners. As the Fourth Industrial Revolution, digital transformation, and the COVID-19 pandemic have rapidly shifted educational environments toward online formats, the importance of instructional design that strengthens autonomy and learning competence among adult learners has become increasingly evident. An online survey was administered to university students aged 25 and older, focusing on adult learners enrolled in universities across the BuUlGyeong region (Busan, Ulsan, and Gyeongsangnam-do). Using SPSS, the study analyzed the effects of blended learning experiences (such as learning satisfaction, interaction, and learning motivation) on self-directed learning competence. The findings revealed that blended learning experiences significantly and positively influenced the self-directed learning competence of adult learners. Interaction and learning motivation, in particular, were identified as key contributing factors. These results demonstrate the need for participatory blended learning designs that align with the characteristics and learning needs of adult learners.

중국어

本研究旨在分析混合式(线上+线下)学习体验对成人学习者自主学习能力的影响.在 经历第四次工业革命,数字化转型及新冠疫情大流行后,教育环境正快速向线上化转型,这 使得通过教育设计提升成人学习者的自主性与学习能力的重要性愈发凸显.本研究以25岁及 以上的在校大学生为对象开展在线问卷调查,主要抽样自釜山,首尔,京畿道地区高校的成 年学习者群体.通过SPSS软件分析混合式学习体验 (包括学习满意度,互动性,学习动机等维度) 对自主学习能力的影响.结果显示,混合式学习体验对成年学习者的自主学习能力具 有显著正向促进作用.其中,互动性和学习动机要素被确认为影响自主学习能力的核心因 素.这些研究结果表明,有必要开展以参与者为中心的混合式教学,这种教学模式能够充分 考虑成年学习者的特殊需求.