MOOC 환경에서 자기조절학습능력과 지각된 유용성이 학습지속의향에 미치는 영향: 학습몰입의 매개효과 및 과제기술적합성의 조절효과

초록

The purpose of this study was to derive academic and practical implications by analyzing the structural relationship among self-regulated learning ability, perceived usefulness, learning engagement, task technology fit, and learning persistence of learners taking K-MOOC. The participants included 179 students from four K-MOOC courses opened at a four-year university A in Seoul, which were selected as K-MOOC participating universities. The study results were as follows. First, the self-regulated learning ability did not have a direct significant effect on the learning persistence, while the indirect effect was significant, and it had a positive effect on learning engagement. Second, perceived usefulness had a positive effect on learning engagement and learning persistence. Third, learning engagement had a mediating effect between self-regulated learning ability, perceived usefulness and learning persistence. Fourth, task technology fit had a moderating effect on the relationship between self-regulated learning ability, perceived usefulness, and learning engagement as well as a moderated mediating effect on the relationship between self-regulated learning ability, perceived usefulness, and learning persistence. The importance of designing a learning environment to enhance learning persistence in K-MOOC was discussed.

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