대학생의 자기주도학습과 학습몰입의 차이-성별, 동영상강의 사용별, 성취도 그룹별로

• 영문명: Differences in college students’ self-directed learning and learning engagement by gender, use of video lectures, and achievement groups
• 발행기관: 한국외국어교육학회
• 저자명: 김정현(Junghyun Kim)
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.3, 49~70쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

This study examined levels in self-directed learning (SDL) and learning engagement among 158 students at a college in Incheon, based on gender, video lecture usage, and English achievement level, using data collected through a Google survey. Pearson correlation coefficients and independent samples t-tests were conducted to investigate the relationships between variables and group differences. Female students scored significantly higher than male students in all subcomponents of SDL while no significant gender differences were found in learning engagement. Significant differences were observed in English achievement, learning action, cognitive engagement, and behavioral engagement between students who used video lectures and those who did not, suggesting that a weak blended learning environment can positively influence learning motivation. Although there was a clear performance gap between the high and low achievement groups, no statistically significant differences emerged in any subcomponent of SDL or learning engagement. Notably, approximately 70% of female students in the blended learning environment voluntarily utilized video lectures for various purposes such as previewing, reviewing, and clarifying contents, demonstrating active SDL. Qualitative interview data further supported these findings, providing concrete examples of SDL and learning engagement in practice.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 내용 및 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

자기주도학습 학습몰입 영어 성취도 약한 블렌디드 러닝 self-directed learning learning engagement English achievement weak blended learning