Earticle

This study attempted to unveil structural relationships among learners’ mindset, learning flow and intention to continue learning and help beauty service learners have a desirable perception. For this, a self-administered questionnaire survey was performed against a total of 320 adult beauty service learners in their 20-50s in Busan from July 18 to 25, 2022. They voluntarily participated in the survey with an understanding of its purposes. Effective samples were collected and analyzed by SPSS 25.0, and the results found the followings: First, no significant learning flow was found in beauty service learners with a fixed mindset while high learning flow was observed in those with a growth mindset. Second, an intention to continue learning wasn’t found in beauty service learners with a fixed mindset while an intention to continue learning was observed among those with a growth mindset. Third, both cognitive commitment and affective commitment revealed an intention to continue learning. The above results show that those with a growth mindset are committed to learning for their continuous growth and development and disclose their will to continue learning. In contrast, those with a fixed mindset are aware of their limit and reveal passive learning commitment, losing their intention to continue learning. It is anticipated that the study results provide an implication which is needed to help beauty service learners find a way to improve a growth mindset.

本研究旨在于阐明学习者的思维观念 , 学习投入 , 学习持续意图之间的结构关系 , 了解各项 特征的影响力 , 并为增进美容学习者的正向认识做出贡献􀕶本研究实施时间为2022年7月18日 至7月25日 , 研究对象为釜山地区20~50岁以上的320名成人美容学习者 , 问卷调查方法以能够 理解研究情况 , 并自愿参与的研究对象自我填写的方式进行􀕶研究仅针对可分析的有效样 品 , 通过SPSS 25.0程序进行了电算处理􀕶其结为如下􎩁第一 , 拥有固定思维的美容学习者对 学习投入并未产生太大影响 , 拥有成长性思维的美容学习者表现出较高的学习投入􀕶第二 , 学习持续意图也呈现出类似结果 , 拥有固定思维的美容学习者未呈现持续学习持续意图 , 拥 有成长性思维的美容学习者表现出持续学习持续意图􀕶第三 , 美容学习者的认知投入和正义 投入都延续为学习持续意图􀕶上述结果表明 , 越是拥有成长性思维的人 , 越会为了不断成长 和自我发展 , 通过更多的教育 , 学习 , 训练等投入到学习中 , 表现出持续学习的意志􎩂而越 是拥有固定思维观念的人 , 越会给自己能力设限 , 引起消极的学习投入 , 甚至会丧失持续学 习的意志.

교수자의 역할을 규명하기 위한 여러 측정지표들이 지속적으로 개발되고 있으나 학습자들을 대상으로규명된 실증적 연구가 미흡한 상황이다. 특히 비대면 학습이 이루어지는 사이버대학 e-learning에서 교수자의어떠한 역할이 중요한지 확인해 볼 필요가 있다. 따라서 본 연구에서는 사이버대학의 e-learning에서 내용전문가, 교수 설계자 및 학습 촉진자와 같은 교수자의 역할, 학습동기 유발 및 학업지속 의향의 관계를 실증적으로 분석하고자 하였다. 선행연구를 기초로 각 변수의 측정문항을 도출하고, 내용 전문가, 교수 설계자 및 학습 촉진자의 역할이구체적으로 나타나고 있는 교과목인 ‘나와 세상을 위한 글쓰기’의 수강생을 대상으로 설문조사를 실시하였다. 연구모형과 가설을 설정하고, 실증분석을 위하여 탐색적 요인분석, 신뢰성분석, 상관분석, 확인적 요인분석및 구조방정식모형분석을 실시하였다. 연구결과, 내용 전문가와 학습 촉진자와 같은 교수자 역할은 학습동기 유발에 유의한 영향을 미쳤으나교수 설계자는 유의한 영향을 미치지 못하였다. 또한 학습동기 유발은 학업지속 의향에 유의한 영향을 미치는것으로 확인되었다.

Although various measurement scales are continuously being developed to determine the role of instructor, there are not many studies that have been empirically identified. In particular, it is necessary to analyze what role of the instructor is important in e-learning where non-face-to-face instruction takes place. The purpose of this study was to analyze empirically the relationships among the instructor’s role such as content expert, instructional designer and learning facilitator, learning motivation induction and learning continuity intention in e-learning of cyber university. Based on previous studies, the measure items of each variable were derived and a survey was conducted with the students taking the course “Writing for Me and the World”, a subject in which the role of content expert, instructional designer and learning facilitator are specifically indicated. Research model and hypotheses were established, and exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis and structure equation model analysis were applied for empirical analysis. The results are as follows. Instructor’s role such as content expert and learning facilitator had a significantly positive effect on learning motivation induction, but instructional designer had not a meaningful influence. In addition, it was confirmed that learning motivation induction had a significant effect on learning continuity intention.

This study aims to identify how the motivation for learners who have experienced non-face-to-face online classes can affect learning commitment, learning satisfaction, and course continuation. A month-long survey was conducted in October 2021 allocating a total distribution of 350 copies, with 343 copies being used as data for final analysis and excluding 7 copies that were invalid. 쟂irst, the analysis showed that both intrinsic and extrinsic motivation factors have a positive impact on learning commitment. Second, learning commitment has a positive impact on learning satisfaction and a willingness continue on with the course. And thirdly, learning satisfaction exerts a beneficial influence on the intention of course continuity. 잹ased on this analysis, this study presents specific strategies for successful learning in the on-line learning environment, as well as proposing a variety of approaches to improve student motivation.