대학 오프라인 강좌에서 소셜네트워크서비스 활용 학습의 사회적 성과에 대한 자기주도학습준비도와 학습자 동기의 관계

This study analyzed the relationships of self-directed learning readiness and learner’s motivation on social learning outcomes in learning through social network service, in order to provide explanations on collaborative results with self-directed tendency. A total of 79 learners belonging to a social science course of a university in Seoul participated in Facebook activities designed in parallel with offline lecture. As social learning outcomes, participatory frequency, participatory level, the level of satisfaction on social learning, and the bridging and bonding of social capital were considered. The results of canonical correlation analysis suggested that confidence, relevance, and satisfaction showed systematic relationships with participatory frequency, participatory level, and the level of satisfaction on social learning respectively; problem solving ability, openness to learning opportunity, and love of learning showed canonical relationships with satisfaction on social learning, social capital building, and participatory level respectively.The results of stepwise multiple regression showed satisfaction had the strongest influence on satisfaction on social learning and participatory level; relevance had the strongest impact on social capital building, and problem solving ability had strong influence on satisfaction on social learning; creativity had strong impact on social capital building. On the other hand, initiative and independency in learning had a negative impact on satisfaction. The results of this study implied there were systematic relationships between social learning outcomes and self-directed learning readiness as well as motivation in learning through social network service, and there was negative influence that instructors at college should consider.