디지털융복합연구 (Journal of Digital Convergence)

  • 제14권4호
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  • Pages.33-42
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  • 2016
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  • 2713-6434(pISSN)
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  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
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원격대학원생의 성별차이에 따른 학습만족요인 분석

Analysis of Factors for Learning Satisfaction Based on Gender in Online Graduate University Settings

  • 투고 : 2016.02.15
  • 심사 : 2016.04.20
  • 발행 : 2016.04.28
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초록

본 연구는 원격대학원생들의 성별에 따른 차이가 학습 만족요인(콘텐츠, 시스템, 상호작용, 교수자이미지, 교수학습)에 어떠한 영향을 주는지 확인하고자 수행되었다. 이를 위해 서울 소재 원격대학원에서 강좌를 수강한 원격대학원생 88명을 대상으로 설문을 진행하였으며, 그 중 유효한 64개의 응답에 대해 SPSS 21.0 통계 패키지 프로그램을 활용하여 다변량분산분석(MANOVA)을 실시하였다. 분석 결과 5개의 학습만족요인 중 상호작용요인에서 유의미한 결과가 나타나는 것을 확인하였으며, 연구 결과의 원인을 분석하고 향후 방향에 대한 논의 및 시사점 등을 기술하였다.

This study aimed to understand the differences of the factors for learning satisfaction (learning content, system, interaction, instructor personality, and instructional context) between males and females in online graduate university settings. To examine the research objectives, a total of 88 graduate students attending online universities in Seoul, Korea participated in the survey. Among them, 66 valid responses were used for the analyses using the SPSS 21.0 statistical package. In order to figure out the differences of the factors in gender, Multivariate Analysis of Variance(MANOVA) was conducted with the five dependent factors. As a result, interaction was found to be a significant variable implying that females more actively participated in communication process. Finally, possible reasons for the results were described and suggestions were raised.

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