성인교육 프로그램 질에 대한 학습자의 평가준거 연구

• 영문명: Criteria for Evaluating the Quality of Adult Education Programs
• 발행기관: 한국평생교육학회
• 저자명: 전주성(JuSung Jun) 오혁진(Hyuk-Jin Oh)
• 간행물 정보: 『평생교육학연구』평생교육학연구 제9권 제1호, 29~52쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.05.01

국문 초록

학습자 존중은 성인교육분야에서 오랫동안 가장 강조해 온 기본 원리 중의 하나이다. 이는 프로그램에 대한 평가의 경우에도 적용해야 할 보편적인 원리이다. 그럼에도 불구하고 성인교육 프로그램에 대한 학습자의 평가준거에 대한 실증적인 연구는 미흡한 실정이다. 이 연구는 성인교육 프로그램에 대한 학습자의 평가준거에 대해 교육이론가들의 이론적 추론이 아닌 실제 성인학습자들의 관점에서 검증하는 것을 목적으로 한다. 이 연구는 성인교육 프로그램 평가준거와 관련하여 1000여명의 성인학습자의 응답에 대한 탐색적 요인분석(EFA)과 확인적 요인분석(CFA)과정을 통해 이루어졌으며, 연구결과 여섯 개의 준거들, 즉 '프로그램 신뢰성', '프로그램 관련 사람들간의 사회적 긴밀성', '기관의 미적 감각', '학습을 위한 효과적 지원', '교수자의 교수 기술', '교육자원의 편리한 이용' 등의 준거들이 검증되었다. 이러한 준거들은 성인학습자의 관점에서 실증적으로 검증된 준거들로서 성인교육 프로그램의 개발과 운영시 우선적으로 고려되어야 할 것이다.

영문 초록

Traditionally, in the field of adult continuing education, learner-centered education has been considered as a very important principle. However, this principle has been understood not from the viewpoint of the adult leaner, but from that of the program provider (Oh, 2000). From this point of view, the adult learner is just a passive beneficiary (Brookfield, 1986). Nowadays, however, the meaning of learner-centered education needs to be understood from a different angle, namely, the learner perspective. Although many studies related to assessing program quality have been conducted in the field of adult education, relatively little concern has been given to how adult learners actually evaluate program quality in the view of their perspectives. The purpose of this study was to identify criteria for evaluating the quality of adult education programs in terms of adult learners perspective. The following research questions guided the research purpose: 1. Can individual criterion be reduced to a more parsimonious, conceptual framework through an exploratory factor analysis (EFA)? 2. Can the results of an EFA be tested through a confirmatory factor analysis (CFA)? Based on a purposive contrast sampling approach to ensure that the eighteen selected non-profit institutions for adult education in Seoul, Korea reflected diversity of both region and program for adult learners, a total 1,000 adult learners were chosen randomly from the directory, which represented approximately 8,000 adult learners from those who enrolled at the above eighteen non-profit institutions for adult education during the summer semester of 1999. Out of them, 778 respondents had returned usable surveys, yielding a final raw response rate of 77.8%. The survey consisted of 52 Likert-scale items to measure adult learners evaluation criteria for the quality of adult education programs and 3 demographic items of gender, age, and educational level completed for the background information of the respondents. The response format on the Likert-scale ranged from 1 (strongly disagree) to 5 (strongly agree). In order to identify the underlying constructs in the data set, we conducted Principal Axis Factoring analysis using SPSS 11 with two different rotations techniques of Varimax and Oblimin with delta = 0. We chose the Oblimin rotation with delta = 0 since it produced factors with the smallest number of crossloadings and the factors we suggested might be moderately correlated. The results of exploratory factor analyses (EFA) showed that there are six factors - program reliability, social integration, esthetic senses of institutions, effective support for learner-centered education, instructors teaching skill, and convenient use of educational resources - that have eigenvalues greater than 1.0. These six factors account for 51.760% of the total variance. In addition, to test the factor structure obtained from the EFA, we conducted confirmatory factor analyses (CFA) with Satorra-Bentler scaled chi-square statistic with Maximum Likelihood method to evaluate model fit. This CFA model was estimated with LISREL 8.5 program. Model C, the most parsimonious model with 26 items, has a good model fit (Satorra-Bentler chi-square = 1276.59 with df = 284, p<.01, NNFI = .95, CFI = .%, and IFI =.96). Moreover, SRMR and RMSEA have .062 and .067 respectively, which can be considered reasonable. The above results reveal the six factors of program reliability, social integration, esthetic senses of institutions, effective support for learner-centered education, instructors teaching skill, and convenient use of educational resources could be useful evaluation criteria for the quality of adult education programs.

목차

요약

Ⅰ. 문제제기

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결론

참고문헌

Abstract