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학습자의 개인특성 및 조직환경특성이 기업 이러닝의 효과성에 미치는 영향

Title
학습자의 개인특성 및 조직환경특성이 기업 이러닝의 효과성에 미치는 영향
Other Titles
The Effect of Learner's Characteristics and Organizational Environmental Characteristics on the Effectiveness of Enterprise e-Learning
Authors
임지혜
Issue Date
2008
Department/Major
대학원 교육공학과
Publisher
이화여자대학교 대학원
Degree
Master
Abstract
Nowadays, the enterprises invest in bringing up the professionals through the educational training for the purpose of a strategy for being survived within a change of the rapid environment and competition. In particular, as e-Learning has a variety of advantages, it tends to be quantitatively increased in the educational training of the enterprise. Thus, the study on effectiveness of which is actively implemented. The purpose of this study is to suggest the practical data to the trainees for raising the achievement of the enterprise education training after investigating the learner's cognition toward what the learner's characteristics and organizational environmental characteristics have an effect on the effectiveness of the enterprise e-Learning. The questions of this study are as followings. 1. What factors of the learner's characteristics can predicts the effectiveness (satisfaction, achievement) of the enterprise e-Learning? 1-1. What factors of the learner's characteristics (self-efficacy, career plan) can predict the satisfaction? 1-2. What factors of the learner's characteristics (self-efficacy, career plan) can predict the achievement? 2. What factors of the learner's characteristics can predicts the effectiveness (satisfaction, achievement) of the enterprise e-Learning? 2-1. What factors of the learner's organizational environmental characteristics (support of the manager, support of the co-worker, continuous learning culture) can predict the satisfaction? 2-2. What factors of the learner's organizational environmental characteristics (support of the manager, support of the co-worker, continuous learning culture) can predict the achievement? For this study, the survey was conducted to the learners who are taking the course of ‘[TRIZ] Creative problem solving skill’ among e-Learning courses being provided from S company. Total 167 questionnaires were finally analyzed. For the statistical analysis of the collected question data, SPSS 12.0 for Windows program was used. Multiple regression was implemented according to the questions of the study. The results of this study are as followings. First, as a result of implementing multiple regression, self-efficacy (β = .28, p < .001) was the meaningful factor for explaining the satisfaction. Second, as a result of implementing multiple regression, career plan was the meaningful factor for explaining the satisfaction(β = .29, p < .001) and the achievement(β = .26, p < .01). Third, as a result of implementing multiple regression, the support of the manager had an effect on the satisfaction(β = .26, p < .05). Fourth, as a result of implementing multiple regression, the continuous learning culture had an effect on the achievement(β = .22, p < .05) On the basis of these results, the following conclusion and viewpoint are produced. First, self-efficacy of the learner's characteristics is the factor of predicting the satisfaction out of the effectiveness of e-Learning. Accordingly, the trainees of enterprise education training should seek a solution for raising the learner's self-efficacy about the practice of educational training. Second, it is exposed that career plan of the personal characteristics is the factor of predicting the satisfaction and the achievement out of the effectiveness of e-Learning. It implies that it is to raise the effectiveness of the educational progress to embody the curriculum which is suitable for work characteristics and direction in responsible department of the enterprise education training and provide it to trainees. Third, in this study, it is exposed that the support of the manager and co-worker that is the characteristics of organizational environment is the factor of predicting the satisfaction. Also, it is exposed that the continuous learning culture and that is the characteristics of organizational environment is the factor of predicting achievement. The characteristics of organizational environment are likely to be the factor of the educational program through discussion about the previous study. Accordingly, the enterprise should endeavor to make the organizational culture as like the environment where highly appraising the change and innovation and attaching great importance to the education for an organization, encouraging the education, and maintaining the environment with a support and discussion. The limits of this study are as followings. First, the factors that have an effect on the effectiveness of the enterprise e-Learning in this study should be deemed and selected as the significant factors of the enterprise e-Learning effectiveness, however, all possible factors in this process cannot be included. Second, in this study, the satisfaction and achievement were measured for the effectiveness of e-Learning, however, it is needed to be aware of along with the learner's reaction, appraisal of the practical work application and its causes.;오늘날 기업들은 급속한 환경의 변화와 경쟁 속에서 생존하기 위한 전략으로, 교육훈련을 통한 전문인력양성에 투자를 하고 있다. 특히 이러닝은 여러 가지 장점으로 인해 기업의 교육훈련에서 양적인 증가 추세를 보이고 있으며, 이에 따라 그 효과성에 대한 연구들이 활발히 이루어지고 있다. 본 연구에서는 학습자의 개인특성 및 조직환경특성이 기업 이러닝의 효과성에 어떤 영향을 미치는지 파악해봄으로써 기업 교육훈련 실무자에게 교육훈련 성과를 높일 수 있는 실증자료를 제시해보고자 하였다. 본 연구의 연구문제는 다음과 같다. 1. 학습자의 개인특성(자기효능감, 경력계획) 중 기업 이러닝의 효과성(만족도, 성취도)을 예측하는 요인은 무엇인가? 2. 학습자의 조직환경특성(상사의 지원, 동료의 지원, 지속적 학습문화) 중 기업 이러닝의 효과성(만족도, 성취도)을 예측하는 요인은 무엇인가? 본 연구의 결과를 정리하면 다음과 같다. 첫째, 학습자의 개인특성 변인인 자기효능감은 만족도를 예측하는 유의미한 요인으로 밝혀졌다(β = .28, p < .001). 둘째, 학습자의 개인특성 변인인 경력계획은 만족도(β = .29, p < .001)와 성취도(β = .26, p < .01)를 예측하는 유의미한 요인으로 밝혀졌다. 셋째, 학습자의 조직환경특성 변인인 상사의 지원은 만족도를 예측하는 유의미한 요인으로 나타났다(β = .26, p < .05). 넷째, 학습자의 조직환경특성 변인인 지속적 학습문화가 성취도를 예측하는 유의미한 요인으로 나타났다(β = .22, p < .05). 이상의 연구결과를 토대로 다음과 같은 결론 및 시사점을 도출하였다. 첫째, 연구결과 자기효능감이 이러닝의 효과성 중 만족도에 영향을 주는 것으로 나타났다. 따라서 기업의 교육훈련 실무자는 교육훈련 실시에 대해 학습자들의 자기효능감(교육과정의 목표들을 충분히 달성해 낼 수 있다는 확신)을 높이는 방안을 강구해야 할 것이다. 둘째, 연구결과 경력계획은 이러닝의 효과성 중 만족도와 성취도에 모두 영향을 주는 것으로 밝혀졌다. 따라서 교육프로그램을 개발하기 전에 학습자들의 교육에 대한 요구조사(needs assessment)를 실시하고 이를 통해 학습자들의 직무와 경력에 맞는 교육프로그램을 개발해야 할 것이다. 또한 조직원의 경력계획에 대한 자료를 확보하여 관리하는 것이 도움이 될 것이다. 셋째, 본 연구에서는 학습자의 조직환경특성인 상사의 지원은 만족도에 영향을 주며, 지속적 학습문화 요인은 성취도에 영향을 주는 것으로 나타났다. 따라서 기업은 변화와 혁신을 높이 평가하고 교육을 중요시 하는 분위기, 교육에 대해 격려, 지원해주고 논의하는 분위기를 유지하는 것과 같은 조직풍토가 전제되도록 노력해야 할 것이다.
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