실시간 비대면 교육훈련 참여자가 인식한 학습몰입, 주관적 학습성과, 전이효능감 및 전이의도의 관계

Abstract

Objectives The purpose of this study was to identify the relationship between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention perceived by participants of synchronous e-learning program. Methods A survey was conducted on university employees who participated in 15 job training programs operated as synchronous e-learning in 2020 by academy A, a training institution for university employees at national university S. Response data were analyzed through structional equation model and mediating effect analysis using phantom variables. Results First, there were significant direct effects between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention. Specifically, learning flow had a significant direct effect on subjective learning performance and transfer intention, subjective learning performance had a significant direct effect on self-efficacy to transfer, and self-efficacy to transfer had a significant direct effect on transfer intention. Second, learning flow had significant indirect effects on transfer intention. Specifically, subjective learning performance had a significant single-mediating effect on the relationship between learning flow and transfer intention, self-efficacy to transfer had a significant single-mediating effect on the relationship between learning flow and transfer intention, and subjective learning performance and self-efficacy to transfer had a significant double-mediating effect on the relationship between learning flow and transfer intention. Conclusions This study investigated the effect of learning flow in synchronous e-learning, which have been relatively uninterested in the field of the incumbent training, on transfer intention and related variables, which are considered to be major achievements in incumbent training and the mechanism by which learning flow affects transfer intention. This study is meaningful in that it presented suggestions for practice and follow-up research on incumbent training programs operated in synchronous e-learning.