비대면 수업상황에서 초기성인 학습자의 디지털정보활용역량, 사회적 지지, 자기주도학습능력, 학습몰입 간의 구조적 관계

Abstract

The purpose of this study is to identify how digital information usage ability of early adult learners influence on their learning immersion and to verify the mediation effect of social support and self directed learning ability focusing on the untact learning environment. For this, the research has been conducted with survey data of 242 early adult learners. Data analysis was performed by using SPSS22.0, AMOS21.0, and PROCESS macro program. Results of this study are as follows. First of all, the influence of social support on digital information usage ability turned out to be significantly positive, and the influence of self directed learning ability on social support also turned out to be significantly positive. In addition, the influence of learning immersion on self directed learning ability turned out to be significantly positive. On the other hand, the relationship between digital information usage ability and learning immersion was negative, and the relationship between social support and learning immersion was not significant. Lastly, it was confirmed that there was a mediation effect between digital information usage ability and learning immersion through social support and self directed learning ability as shown in the analysis of PROCESS macro. As shown above, it is suggested that education program shall be preceded on improving digital information usage ability, and also that specific programs for early adult learners shall be developed to enhance self directed learning ability as well as social support.