Earticle

본 연구는 주민자치기관, 대학부설기관, 문화센터기관을 중심으로 도자교육 프로그램의 참여동기, 교육만족도, 학습성과에 대한 기관별 인식차이를 분석하고자 하였다. 연구결과 첫째, 참여동기 중 활동지향은 주민자치기관이 가장 높게, 목표지향과 학습지향은 대학부설기관이 가장 높게 나타나고 있었다. 전체적으로 목표지향에 비해 활동지향과 학습지향이 인식 동질성에 차이를 보이고 있었다. 둘째, 교육만족도 중 교육내용만족도는 주민자치기관이 가장 높게, 강사만족도는 문화센터기관이 가장 높게, 작업시설만족도와 학습구성원만족도는 대학부설기관이 가장 높게 나타나고 있었다. 전체적으로 교육내용만족도와 강사만족도에 비해 학습구성원만족도가 인식 동질성에 차이를 보이고 있었다. 작업시설만족도는 모든 문항에서 인식 동질성에 차이를 보이고 있었다. 셋째, 학습성과는 지적영역, 기능적영역, 심리적영역 모두 대학부설기관이 가장 높게 나타나고 있었다. 전체적으로 기능적영역에 비해 심리적영역이 인식 동질성에 차이를 보이고 있었다. 지적영역은 모든 문항에서 인식 동질성에 차이를 보이고 있었다.

This study aims to analyze the recognition differences in participation motive, level of educational satisfaction, and learning outcomes of Ceramic Education Programs at different lifelong educational institutes: community centers, university institutes, and cultural centers. First, among participation motives, activity-oriented was highest in community centers; goal-oriented and learning-oriented were highest in university institutes. In general activity-oriented and learning-oriented had more difference in characteristics compared to goal-oriented. Second, among level of educational satisfaction, content was highest in community center; lecturer was highest in cultural centers; facility and community were highest in university institutes. In general, community had more differences in characteristics compared to contents and lecturer. Facility had differences in characteristics in all subjects. Third, among learning outcomes, cognitive aptitude, functional aptitude, and psychological aptitude were all highest in university institutes. In general, pyschological aptitude had more differences in characteristics compared to functional aptitude. Cognitive aptitude had differences in characteristics in all subjects.

본 연구는 서울특별시 및 지방 대도시에 소재하고 있는 대학평생교육기관에서 도자교육 프로그램에 참여하고 있는 성인학습자를 대상으로 참여동기, 교육만족도, 학습성과 요인들에 대한 인식경향과 사회 인구학적 특성에 따른 평균차이를 분석하고자 하였다. 연구결과 첫째, 참여자들의 참여동기 유형은 활동지향동기와 목표지향동기에 비해 학습지향동기를 높게 인식하고 있었다. 둘째, 교육만족도는 강사만족도와 학습구성원만족도에 비해 작업시설만족도와 교육내용만족도를 낮게 인식하고 있었다. 셋째, 학습성과는 기능적영역에 비해 지적영역과 심리적영역을 높게 인식하고 있었다. 넷째, 도자교육 프로그램의 학습성과와 관련요인들은 성별에 비해 연령, 학력이 여러 요인에서 집단 간 인식의 차이를 보이고 있었다.

This study examines the patterns of perceptions related to thhe motivation for participation, the level of educational satisfaction, and learning outcomes based on adult learners enrolled in ceramic education programs offered by the institutes of life long educational center in universities. It also analyzes the differences in such perceptual patterns according to learners' demographic characteristics. The results of the study are as follows: First, with related to the motivation for participation, the learners' perception on the learning-oriented motivation was statistically higher than activity-oriented an d goal-oriented motivation. Second, regarding the level of educational satisfaction, the learners were highly satisfied with their teachers and peers. However, their levels of satisfaction on learning facilities and educational content were lower. Third, concerning the learning outcomes, the learners' perception on skills outcome was lower compared to the intellectual and psychological outcomes. Fourth, there were statistically significant differences in the learners' perceptions on learning outcomes and related factors in the ceramic education programs according to their gender, age, and levels of prior education.

이 연구는 평생교육기관 유형(주민자치기관, 대학부설기관, 문화센터기관)에 따라 도자교육 프로그램의 학습성과에 미치는 영향요인을 설명할 수 있는 이론적 모형을 개발하고 학습자특성, 참여동기, 학습참여도, 교육만족도가 학습성과에 미치는 영향을 구조분석 하였다. 연구결과 첫째, 주민자치기관모형에서 학습성과에 유의미한 영향을 미치는 요인은 교육만족도, 학습자특성, 학습참여도 순이며, 참여동기는 유의미한 영향을 미치지 않고 있었다. 둘째, 대학부설기관모형에서 학습성과에 유의미한 영향을 미치는 요인은 학습자특성, 참여동기, 학습참여도, 교육만족도 순으로 나타났다. 셋째, 문화센터기관모형에서 유의미한 영향을 미치는 요인은 학습자특성, 참여동기, 교육만족도 순이며, 학습참여도는 유의미한 영향을 미치지 않고 있었다.

This study aims to develop a theoretical model which helps explain the factors influencing the learning outcomes of ceramic education programs at lifelong educational institutes, and also to perform structural analysis of the influence on the learning outcomes affected by the participants' learner- characteristics, participation motive, level of participation, and level of educational satisfaction. The research results from the problems stated are summarized below:First, The result of the tests for the community center model revealed that level of educational satisfaction, learner-characteristics, and level of participation were influential in a decreasing order to the learning outcome. The influence of participation motive did not have a statistical significance on learning outcomes. Within the influencing factors, the influence of participation motive did not have a statistical significance on level of participation. Second, the result of the tests for the institute attached to a university revealed that learner-characteristics, the participation motive, the level of participation, and the level of satisfaction were influential in a decreasing order to the learning outcome. The level of participation had a negative effect. Within the influencing factors, the influence of learner-characteristics did not have a statistical significance on the level of educational satisfaction. Third, the result of the tests for the cultural center revealed that the learner-characteristics, the participation motive, and the level of satisfaction were influential in a decreasing order to the learning outcome. The participation motive had a negative effect. The influence of the level of participation did not have a statistical significance. Within influencing factors, the influence of participation motive did not have a statistical significance on the level of participation.