4차 산업혁명 시대의 도래로 교육환경 역시 시대의 흐름에 따라 급격히 변화하고 있다. MOOC(Massive Online Open Course)는 참여의 제한 없이 다양한 양질의 강좌를 수강가능한 온라인 학습환경을 의미하며, 가장 성공적으로 운영되는 온라인 플랫폼으로 꼽히고 있다. 이에 전세계적으로 적극적인 관심을 받으며 급속히 확산되고 있으나, 중도 탈락율이 높다는 것은 대표적으로 꼽히는 문제점이다. 본 연구는 국내 MOOC 학습환경에서 학습자의 자기조절학습능력과 지각된 유용성이 학습을 지속하고자 하는 의향에 미치는 영향관계에서 학습몰입의 매개효과와 과제기술적합성의 조절효과를 실증적으로 검증하고자 하였다.
이에 따른 연구문제는 다음과 같다. 첫째, MOOC 환경에서 자기조절학습능력은 학습몰입과 학습지속의향에 영향을 미치는가? 둘째, MOOC 환경에서 지각된 유용성은 학습몰입과 학습지속의향에 영향을 미치는가? 셋째, MOOC 환경에서 학습몰입은 선행변인(자기조절학습능력, 지각된 유용성)과 학습지속의향 간의 관계를 매개하는가? 넷째, MOOC 환경에서 과제기술적합성은 선행변인(자기조절학습능력, 지각된 유용성)과 학습지속의향의 관계에서 조절효과를 가지는가?
연구문제를 검증하기 위하여 국내 소재 4년제 A대학에서 개설된 사회과학 및 공학 분야의 K-MOOC 강좌를 수강한 학습자를 대상으로 2021년 5월 3일부터 5월 15일까지 약 2주간 온라인 설문을 진행하였으며, 최종분석에는 총 179부의 설문지를 활용하였다. 설문 분석에는 통계 프로그램인 SPSS 23.0과 AMOS 23.0을 활용하였으며, 이를 통해 도출된 연구결과는 다음과 같다.
첫째, MOOC 학습환경에서 자기조절학습능력은 학습지속의향에 직접적으로 유의한 영향을 미치지 않는 반면, 간접효과는 유의한 것으로 나타났다. 또한 자기조절학습능력은 학습몰입에 유의미한 영향을 미치는 것으로 나타나, MOOC 라는 자율적인 학습공간에서 학습자가 능동적으로 학습전략을 사용하여 학습에 임할수록 학습몰입이 높은 수준으로 일어나는 것을 알 수 있었다.
둘째, 지각된 유용성은 학습지속의향에 직접적으로 유의한 영향을 미치며, 유용성에 대한 지각수준이 높을수록 학습몰입도 유의하게 높아지는 것으로 나타났다. 또한 지각된 유용성과 학습지속의향 간 학습몰입에서 부분매개효과가 있는 것을 확인했다.
셋째, 자기조절학습능력과 지각된 유용성이 학습지속의향에 영향을 미치는 데에서 학습몰입은 매개효과가 있는 것으로 확인되었다. 또한 자기조절학습능력과 학습지속의향 간 학습몰입은 완전매개효과가 있는 것으로 확인되었다.
넷째, 과제기술적합성이 독립변인(자기조절학습능력, 지각된 유용성)과 매개변인인 학습몰입과의 관계에서 조절효과가 있는 것으로 확인되었다. 그런데 과제기술적합성이 높은 경우에는 자기조절학습능력과 지각된 유용성이 증가할수록 학습몰입이 강화되었으나, 과제기술적합성이 낮은 경우에는 자기조절학습능력과 지각된 유용성이 증가할수록 학습몰입이 저하되는 부적관계가 확인되었다.
연구 결과를 바탕으로 다음과 같은 이론적 시사점을 제시한다.
첫째, 자기조절학습능력이 학습지속의향에 직접적인 영향을 미치는 변인이라기보다는 학습몰입을 통해 학습지속의향에 영향을 주는 간접적 효과를 미치는 것을 확인할 수 있었다. 이 같은 결과는 MOOC 라는 자율적인 학습공간에서 학습자가 능동적으로 학습전략을 사용하여 학습에 임할수록 학습몰입이 높은 수준으로 일어나는 것을 의미한다. 따라서 자기조절학습능력이 학습지속의향에 미칠 수 있도록 MOOC 환경에서 학습몰입을 지원할 수 있는 실천적 전략이 마련되어야 한다.
둘째, 지각된 유용성은 학습지속의향에 직접적인 영향을 미치면서 학습몰입을 통해 간접적으로 영향을 미치는 부분매개효과를 나타내 그 중요성을 확인할 수 있었다. 이에 학습자가 MOOC 환경에서 지속적으로 학습에 참여하기 위해 MOOC 학습시스템에 대한 가치와 유용성을 인식할 수 있는 기회가 제공되어야 한다.
셋째, 과제기술적합성이 조절변인일 때 그 수준에 따라 정적이거나 부적인 영향을 미친다는 사실을 확인하였다. 또한 MOOC와 같은 새로운 테크놀로지가 지속적이고 실질적으로 학습자에게 활용되기 위해서는 학습자의 과제 및 문제 해결에 현실적인 도움이 되어야 한다는 것을 알 수 있었다.
본 연구는 이러닝, 스마트 기기 등 다양한 테크놀로지가 대두되는 시점에서MOOC 환경에서 학습자 동기 요인과 과제기술적합모델을 함께 적용하여 자기조절학습능력, 지각된 유용성, 과제기술적합성, 학습몰입, 학습지속의향 간의 영향과 효과를 확인하였다는 점에 의의가 있다. 또한 연구결과와 방법론적 한계점을 바탕으로 앞으로 MOOC 환경에서의 학습지속의향 관련 연구에 대해서도 제언하였다.

With the advent of the 4th industrial revolution, the educational environment is also rapidly changing according to the flow of the times. MOOC(Massive Online Open Course) refers to an online learning environment where you can take a variety of high-quality courses without any restrictions on participation, and is considered as the most successfully operated online platform. Although it is rapidly spreading and receiving active attention worldwide, the high dropout rate is a typical problem. This study tried to empirically verify the mediating effect of learning engagement and the moderating effect of task technology fit in the relationship between the self-regulated learning ability and perceived usefulness in the K-MOOC learning environment on the intention to continue learning.
The research questions are as follows: First, does self-regulated learning ability affect learning engagement and learning persistence in MOOC environment? Second, does perceived usefulness in MOOC environment affect learning engagement and learning persistence? Third, does learning engagement mediate the relationship between antecedent variables (self-regulated learning ability, perceived usefulness) and intention to continue learning in the MOOC environment? Fourth, does task technology fit have a moderating effect on the relationship between antecedent variables (self-regulated learning ability, perceived usefulness) and learning persistence in the MOOC environment?
To verify the research question, an online survey was conducted for about two weeks from May 3 to May 15, 2021 for learners who took the K-MOOC course in social science and engineering opened at a 4-year university A in Korea. A total of 179 questionnaires were used for the final analysis. The statistical programs SPSS 23.0 and AMOS 23.0 were used for survey analysis, and the research results derived through this were as follows.
First, in the MOOC learning environment, self-regulated learning ability did not directly and significantly affect the learning persistence, whereas the indirect effect was significant. In addition, self-regulated learning ability was found to have a significant effect on learning engagement, and it was found that the higher the learner''s learning engagement was, the more actively the learner used the learning strategy in the autonomous learning space called MOOC.
Second, perceived usefulness directly and significantly affects the learning engagement, and it was found that the higher the perceived usefulness, the higher the learning persistence. Also, it was found that there was a partial mediating effect on the learning persistence between the perceived usefulness and the learning engagement.
Third, it was confirmed that learning engagement had a mediating effect in that self-regulated learning ability and perceived usefulness affected the learning persistence. In addition, it was confirmed that there was a completely mediating effect on learning engagement between self-regulated learning ability and learning persistence.
Fourth, it was confirmed that task technology fit had a moderating effect in the relationship between the independent variable (self-regulated learning ability, perceived usefulness) and the mediating variable, learning engagement. However, in the case of high task technology fit, learning engagement was strengthened as self-regulated learning ability and perceived usefulness increased. Third, it was confirmed that learning engagement had a mediating effect in that self-regulated learning ability and perceived usefulness affected the learning persistence. In addition, it was confirmed that there was a completely mediating effect on learning engagement between self-regulated learning ability and intention to continue learning. But in the case of low task technology fit, learning engagement decreased as self-regulated learning ability and perceived usefulness increased.
Based on the research results, the following theoretical implications are presented.
First, it was confirmed that self-regulated learning ability is a variable that has an indirect effect on the learning persistence through learning engagement rather than a variable that directly affects the learning persistence. This result means that the more the learner actively uses learning strategies to learn in the autonomous learning space called MOOC, the higher the learning engagement occurs. Therefore, a practical strategy emphasizing the importance of learning engagement in the MOOC environment should be established so that self-regulated learning ability can affect the learning persistence.
Second, perceived usefulness showed a partial mediating effect, which directly affected the intention to continue learning and indirectly affected through learning engagement, confirming its importance. Therefore, in order for learners to continuously participate in learning in the MOOC environment, an opportunity to recognize the value and usefulness of the MOOC learning system should be provided.
Third, it was confirmed that when task skill suitability was a moderating variable, it had a positive or negative effect depending on the level. In addition, it was found that in order for a new technology such as MOOC to be used continuously and practically for learners, it should be a realistic help in solving learners'' tasks and problems.
In this study, at a time when various technologies such as e-learning and smart devices are emerging, the self-regulated learning ability, perceived usefulness, task technology fit, learning engagement and it is significant that the effect between learning persistence was confirmed. In addition, based on the research results and methodological limitations, future research related to learning persistence in the MOOC environment was also suggested.