U-learning을 활용한 색채교육의 학습 만족도

한귀자(Han, Gwi ja) 한국디지털디자인협의회 2014 디지털디자인학연구 Vol.14 No.1

최근의 인터넷을 기반으로 한 U-learning의 교육공간은 시간과 장소에 구애 받지 않고 열린 학습의 기회를 제공하며, 학습자가 자기주도적 학습을 구현할 수 있도록 평생교육 학습매체로 대두되고 있다. 기존의 색채교육에 대한 연구는 교과서에 나타난 색채교육, 색채선호도, 색채심리와 인지에 관한 연구가 주를 이루고 있으나 이론과 실기가 공존하는 U-learning을 활용한 색채학 수업에 대한 연구는 초기 단계라 할 수 있다. 본 논문은 색채교육의 학습 만족도를 위해 디지털 색채학 학습자의 수업 만족도, 주차별 교과과정 만족도, 일반적 특성으로 구성하여 정량적인 분석을 실시하였다. 그 결과 실생활에서 도움이 되는 색의 배색과 마케팅, 색채 심리에 대한 만족도가 높은 반면 색을 지각, 색채체계 등의 이론과 색명법에 대한 교과과정의 만족도가 낮았다. 또한 실기에서는 색채 배색에 의한 만족도가 높은 반면 색의 재현과 정확성을 요하는 조색부분에서는 만족도가 떨어지는 것을 알 수 있다. 따라서 실기수업의 온라인 구성과 더불어 정밀성을 요하는 조색은 오프라인 수업과 병행되는 것이 보완적일 것 같다. 학습자의 수업만족도의 요인분석 결과 ‘U-learning을 이용한 색채학 강의 만족도’, ‘U-learning 수업의 편리성’, ‘색채학 이론과 실기의 조화’, ‘사이버 수업의 만족도’, ‘색채학 강의의 전문성’의 5개 요인으로 압축되었으며 상호 관련성 또한 온라인상에서의 ‘색채학 이론과 실기의 조화’의 만족도가 높을수록 수업에 대한 만족도 또한 큰 것으로 분석되었다. 본 연구는 U-learning 콘텐츠의 색채구성을 배제하는 것이 제한점이며, 오프라인 위주의 색채학 수업을 온라인으로 활용할 수 있는 차별화된 교과과정 프로그램을 연구하는데 그 의의가 있다. U-learning, an internet based educational environment, provides an open education opportunity undeterred by time and space. It is to the fore as a lifelong educational material where learners can implement self-directed learning. The existing studies of color education are mainly studies of color education written in textbooks, color preference, color psychology and recognition. However, the study of U-learning chromatology where theory and practice coexist is at its initial stage .For the learning satisfaction of U-learning color education, we composed and conducted quantitative analysis on digital chromatology class satisfaction, weekly curriculum satisfaction, and general characteristics. As a result, in curriculum satisfaction, learners showed high satisfaction in practical coloration and color psychology whereas low in theory and color nomenclature curriculums such as color perception and color system. Also, in practice, learners showed high satisfaction in color matching whereas low in color mixing which requires color reproduction and accuracy. Thus, color matching, which requires online practice classes and accuracy, should combine online with offline classes. We conducted factor analysis on learner"s class satisfaction and class, and condensed to five factors; ‘U-learning chromatology lecture satisfaction", ‘convenience of U-learning class", ‘balance of chromatology theory and practice", ‘cyber class satisfaction", ‘professionalism of chromatology lecture". The study also analyzed that the higher satisfaction in online ‘balance of chromatology theory and practice", the higher class satisfaction they felt. The limitation of this study is that it excluded U-learning content"s color composition This study is significant in that it studied a differentiated curriculum program by switching over offline oriented chromatology classes into online classes.

뷰티전공 성인학습자의 블렌디드러닝 학습몰입도와 학습만족도 및 강의만족도와의 구조적 관계

홍수남 대한미용학회 2023 대한미용학회지 Vol.19 No.3

The purpose of this research is to determine the structural relationship of learning immersion, learning satisfaction, and lecture satisfaction in blended learning classes. The subjects of this study included 261 females ranging from their 20s to 50s living in Seoul and Gyeonggi-do Province. A final statistical analysis was performed using the spss 25.0 statistical program. Detailed research results are as follows. Hypothesis 1, which proposes a significant effect of learning immersion on learning satisfaction, was verified and accepted, as the results indicated that concentration achievement and interest have a significant effect on cognitive and emotional satisfaction. Hypothesis 2, which proposes a significant effect of learning immersion on lecture satisfaction, was partially accepted because, while concentration achievement had a significant positive effect on lecture satisfaction, interest did not. Hypothesis 3, which proposes a significant effect of learning satisfaction on lecture satisfaction, was accepted, as a significant effect of cognitive and emotional satisfaction on lecture satisfaction was demonstrated. According to the results of this study, a positive effect of learning immersion and learning satisfaction on the cognitive and emotional satisfaction of lecture satisfaction was demonstrated, and lecture satisfaction of learning immersion had a negative effect.

블렌디드 러닝을 경험한 간호대학생의 학업스트레스, 자기주도적 학습능력 및 학습만족도

박의정,정경순 대한통합의학회 2022 대한통합의학회지 Vol.10 No.2

Purpose : This study aimed to investigate the effects of blended learning on learning satisfaction in nursing students. Methods : This study was conducted with 160 current nursing students in the department of nursing at K university located in city B. All students included in the study understood the purpose of the study and provided informed consent to participate. Data were collected between May 3 and July 9, 2021 and analyzed using SPSS/WIN 22.0. The frequency, percentage, mean, and standard deviation were created, and t-test, ANOVA, and Scheffé test for post hoc analysis were performed. Correlations were analyzed using Pearson’s correlation coefficient. The factors influencing learning satisfaction were analyzed using multiple regression. Results : Significant differences were observed for academic stress according to the online classes environmental satisfaction (F=4.10, p=.001), online classes experience (t=4.11, p=.001) and self-directed learning ability according to the grade (F=4.10, p=.001), online classes environmental satisfaction (t=4.11, p=.001). The academic stress of nursing students who experienced blended learning was significantly negatively correlated with self-directed learning ability (r=−.480, p<.001), and learning satisfaction (r=−.236, p<.001). self-directed learning ability showed a significant positive correlation with learning satisfaction (r=.524, p<.001). The regression model for the factors affecting the learning satisfaction of the subjects was statistically significant (F= 3.027, p<.001 ). The major influential factors of learning satisfaction were grade (β=.154, p=.013 ), satisfaction with school life (β=.168, p=.032), and satisfaction with non-contact learning environment (β=−.141, p=.028). The explanatory power was 28 %. Conclusion : These results indicate that it is necessary to reduce academic stress and increase self-directed learning ability to enhance learning satisfaction in nursing students through blended learning. In addition, the development and operation of a tailored intervention program is required to help improve learning satisfaction.

평생학습도시 조성사업에 대한 주민 만족도에 영향을 주는 요인 분석

변종임(Byun Jong-Im),이경아(Lee Kyung-Ah),김세화(Kim Se-Hwa) 한국평생교육학회 2008 평생교육학연구 Vol.14 No.1

평생학습도시의 지속적 발전과 지역 특성화를 위해서는 평생학습도시사업에 대한 주민 인식과 만족도에 영향을 미치는 요인이 무엇인지 분석하여 이를 토대로 정책을 추진해야 한다. 본 연구 는 평생학습도시 사업에 대한 주민 만족도를 종합만족도로 산출하며, 이에 영향을 미치는 요인을 분석하기 위해 2001년부터 2006년까지 선정된 57개 평생학습도시를 대상으로 산출한 주민 만족도를 종속변수로 두고 그에 영향을 미치는 요인을 위계적 선형모형을 적용하여 분석하였다. 연구 결과에 의하면, 개인변수에서 성별은 만족도에 부적 영향을 미치며, 연령은 정적 영향, 학교교육 받은 기간은 부적 영향을 미치는 것을 알 수 있다. 평생교육 유형별 참여경험에서는 학력취득 프로그램은 모든 모형에서 만족도에 정적 영향을 미치는 반면, 능력개발 프로그램은 유의한 영향을 미치지 않거나 학습과정 만족도에는 부적 영향을 미치는 것으로 나타났다. 참여기관에서는 평생 학습센터의 프로그램 참여자의 만족도가 다른 학습자에 비해 높은 반면, 주민자치센터 프로그램 참여자의 만족도는 낮은 것으로 나타났다. 주민수준 변수를 보면, 소득과 노동활동과 관련된 직업, 가구소득 등과 같은 변수는 유의한 영향을 미치지 않은 반면 개인 특성과 평생학습 참여경험은 유의한 영향을 미치는 것으로 나타났다. 도시수준 변수를 보면, 평생교육기관 수는 모든 차원의 주민만족도에 정적 영향을 미치는 것으로 나타났다. 반면 인구 및 재정적 특성, 지리적 위치 등 관련변수는 종속변수에 유의한 영향을 미치지 않는 것으로 나타났다. This study is intended for the lifelong learning cities to keep growing. The cities need to conduct a survey regarding residents" satisfaction with the lifelong learning project so that they can reflect residents" opinion in the lifelong learning project. For this study we surveyed the satisfaction measurement of residents who took part in the lifelong learning project. Based on the survey result, we came up with the basic source materials for monitoring the project process and suggestions for more effective policies in order to improve responsibility and reliability over the future policies. The residents in the 57 lifelong learning cities selected from 2001 to 2006 were questioned in the residents" satisfaction measurement survey. The survey criteria and questions that correspond to the objective of the survey were made in the academic experts and staff council. The comprehensive satisfaction measurement was measured by the correlation coefficient. Furthermore we analyzed different satisfaction levels in each. We analyzed the result of the research in using hierarchical linear models. This is the summary of the result of the factors influencing lifelong learning city residents. Of resident level variables, age had positive effect but gender and education background had negative effect on satisfaction measurement. In the survey result of participation experiences, scholarship programs had positive effect on every satisfaction measurement, whereas development program didn"t show significant effect or had negative effect on satisfaction with the program courses. In the survey result of institutes, the participants in lifelong learning programs had higher satisfaction than those who participated in residents" self governing community programs. Of residents" level variables, labor activity regarding jobs and income didn"t have significant effect while individual characteristics and lifelong learning participation experience had positive effect. Of city level variables, the policy running period had positive effect on all the residents satisfaction measurements except on the satisfaction measurement II, learning satisfaction. In addition the number of lifelong learning institutes had positive effect on residents" satisfaction with all the parts of the lifelong learning project. Meanwhile variables like population, financial characteristic and location had no significant effect. For substantiality of the lifelong learning city project, and its continuing development, residents" satisfaction with the lifelong learning project should be checked regularly and reflected in whenever forming policies.

학습동기와 학습전략이 학습만족도에 미치는 영향 연구 - 일반대학 수강생과 학점은행 수강생을 중심으로 -

최희숙,전정수 한국경영교육학회 2011 경영교육연구 Vol.26 No.5

This study is to find out the learning strategy to meet learning motivation for attaining desired goal by keeping the learning motivation through the analysis of the relationship between learning characteristics, learning strategy, and learning satisfaction in synthetic model, and make the plan for teaching to enhance learning satisfaction and attain the learning goal by concrete practices in the learning course. The subject of the research was 415 persons who were the students enrolled in S University in Seoul and adult learners registered in the Credit Bank System at the University annex lifelong education institute, and the analysis of structural equation model was applied. As a result of the research, first, in the relation of learning motivation and learning strategy, social success motivation appeared in giving significant impact on resources management strategy, and the motivation of intellectual satisfaction appeared in giving significant impact on cognition strategy and resources management strategy. Second, in the relationship between learning motivation and learning satisfaction, intellectual satisfaction appeared in giving significant impact on learning satisfaction, while social success motivation did not give significant impact on learning satisfaction directly. Third, in the relationship between learning strategy and learning satisfaction, metacognition strategy appeared in not giving significant impact on learning satisfaction, while cognition strategy and resources management strategy gave significant impact on learning satisfaction Last, there was the difference from the relationship between learning motivation, learning strategy, and learning satisfaction per institution (the university students or the learners of the credit bank). 본 연구는 학습 특성과 학습전략 및 학습만족도와의 관계를 종합적인 모형으로 분석하여 학습동기를 유지해서 원하는 목표를 달성하기 위해서는 학습전략의 활용과 학습동기에 맞는 학습전략은 무엇인지, 그리고 이에 따른 학습과정에서의 구체적인 실천방법을 마련함으로써 학습만족을 높이고, 학업성취로 이어질 수 있는 교수개입의 방안을 마련하는데 있다. 연구대상은 서울소재 S대학교의 일반학생과 대학부설 평생교육원 학점은행제 등록 성인학습자 총 415명이며, 구조방정식모형 분석을 실시하였다. 연구결과 첫째, 학습동기와 학습전략의 관계에 있어서, 사회성공 동기는 자원관리 전략에 유의한 영향을 주는 것으로 나타났으며, 지적만족 동기는 인지 전략과 자원관리 전략에 유의한 영향을 주는 것으로 나타났다. 둘째, 학습동기와 학습만족도의 관계에 있어서는 사회성공 동기는 학습만족도에 직접적으로 유의한 영향을 주지 못하는 반면, 지적만족 동기는 학습만족도에 유의한 영향을 주는 것으로 나타났다. 셋째, 학습전략과 학습만족도의 관계에서는 인지 전략과 자원관리 전략은 학습만족도에 유의한 영향을 주는 반면, 메타인지 전략은 유의한 영향을 주지 못하는 것으로 나타났다. 마지막으로 기관별(일반학생, 학점은행학생)로 학습동기, 학습전략, 학습만족도의 관계에서 차이가 있었다.

코로나19 상황에서 대학생 자기주도학습이 대학생활적응에 미치는 영향: 전공만족, 학습몰입, 삶의 만족도 병렬 삼중매개효과분석

윤일현 한국취업진로학회 2021 취업진로연구 Vol.11 No.4

본 연구는 코로나 19 상황으로 인한 대학수업이 자기주도학습 중심으로 대학 생활이 지속하고 있는 현실에서 대학생들의 자기주도학습과 대학생활적응에 관한 연구로서, 대학생들의 자기주도학습, 전공 만족, 학습몰입, 삶의 만족 및 대학생활적응 정도를 파악하고, 자기주도학습과 대학생활적응 관계에서 전공만족, 학습몰입, 삶의 만족의 병렬 매개효과를 실증 분석하고자 한다. 본 연구는 182명의 대학생 을 대상으로 설문조사와 수집이 이루어졌다. 수집된 자료는 SPSS 23과 PROCESS macro ahepf4를 활용하여 분석하였다. 연구결과 첫째, 대학생의 자기주도학습, 전공만족, 학습몰입, 삶의 만족, 대학생 활적응 간에는 유의한 정적(+)관계가 있었다. 둘째, 대학생의 자기주도학습과 대학생활적응과의 사이에 전공만족과 학습몰입은 단순매개효과가 있었다. 셋째, 대학생의 자기주도학습과 대학생활적응 사이에 전공만족, 학습몰입, 삶의 만족은 병렬 삼중매개효과가 있었다. 넷째, 자기주도학습과 대학생활적응 사 이에 전공만족, 학습몰입, 삶의 만족이 삼중매개 상황에서 학습몰입은 단순매개효과가 있었다. 다섯째, 전공만족은 단순매개효과는 있었으나 삼중매개에서는 영향력이 없었다. 여섯째, 학습몰입은 단순매개 와 다중매개의 영향력이 있는 것으로 밝혀졌다. 본 연구는 코로나19와 상황에서 자기주도학습 중심으 로 대학 생활을 하는 대학생들에게 영향을 미치는 변인을 발견하였다는 학문적 의의를 지닌다. 또한 전공만족, 학습몰입, 삶의 만족 이외의 매개변인과 보다 심층적인 연구가 필요함을 제언하였다. This study is about the self-directed learning and adaptation to college life of college students in the reality that college life is continuing with self-directed learning as a result of COVID-19 situation. The purpose of this study is to identify the self-directed learning, major satisfaction, learning flow, life satisfaction and college life adaptation of college students, and to empirically analyze the parallel mediating effects of major satisfaction, learning flow, and life satisfaction in the relationship between self-directed learning and college life adaptation. This study was conducted with 182 college students. The collected data were analyzed using SPSS 23 and PROCESS macro model 4. First, there was a significant positive relationship among self-directed learning, major satisfaction, learning flow, life satisfaction, and college life adaptation of university students. Second, between self-directed learning and college life adaptation of college students, major satisfaction and learning flow had a simple mediating effect. Third, between self-directed learning and college life adaptation of college students, major satisfaction, learning flow, and life satisfaction had parallel triple mediating effects. Fourth, learning flow had a simple mediating effect in the three-mediated situation of major satisfaction, learning flow, and life satisfaction between self-directed learning and college life adaptation. Fifth, major satisfaction had a simple mediating effect, but there was no influence in triple mediation. Sixth, learning flow was found to have the influence of simple and multiple mediation. This study has academic significance in that it found the variables that affect college students who are living in college based on self-directed learning in COVID-19 pandemic. In addition, it was suggested that there is a need for more in-depth research and mediating variables other than major satisfaction, learning flow, and life satisfaction.

사이버 대학에서 내적통제소재, 온라인 과제가치, 시간관리, 학습몰입, 만족도 간의 과목선택권에 따른 영향력 차이 규명

주영주 ( Young Ju Joo ),최혜리 ( Hye Ri Choi ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2011 교육정보미디어연구 Vol.17 No.4

본 연구의 목적은 내적통제소재, 온라인 과제가치, 시간관리, 학습몰입, 만족도와의 구조적인 관계를 규명하고, 과목선택권에 따른 집단간 경로계수의 차이를 살펴보는데 있다. A 사이버대학의 2010년 2학기 재학생을 대상으로 한 차례에 걸쳐 온라인 설문 조사를 실시하였으며, 설문에 응한 응답자는 606명이었으며, 그 중 필수과목을 수강한 학생은 300명, 선택과목을 수강한 학생은 306명이었다. 본 연구에서 확인된 연구결과는 내적통제소재, 온라인 과제가치, 시간관리는 학습몰입에, 내적통제소재, 온라인 과제가치, 학습몰입은 만족도에 영향을 미쳤으며 학습몰입은 온라인 과제가치와 만족도 사이를 부분매개 하고 있는 것으로 나타났고, 시간관리와 만족도 사이를 완전매개하고 있는 것으로 나타났다. 다집단 분석결과, 온라인 과제가치.학습몰입 경로, 시간관리.학습몰입 경로 모두 선택과목 집단이 더 높은 것으로 나타났다. 학습몰입.만족도 경로는 필수과목 집단이 선택과목 집단보다 더 높은 것으로 나타났다. 이와 같은 결과를 통해 학습환경 설계 및 교수법 등이 집단에 따라 다르게 적용될 필요가 있음을 유추해볼 수 있다. The purpose of this study was to compare to groups on course option, and explain to the causal model learning outcomes(learning flow, satisfaction) focused on internal locus of control, online task value, and time management in cyber university. To conduct a present study, a cyber university was chosen with a convenience sampling method and the online survey were conducted among the students enrolled at “department of oriental health science” and “department of yoga and meditation” in the fall semester of 2010. Present study chose department of oriental health science as a required subject group, and department of yoga and meditation as an optional subject group. A total of 606 learners responded both two groups. 300 learners were belong to required subject group, and 306 learners were belong to optional subject group. The major findings of this study are as follows: First, online task value, time management have direct effect on learning satisfaction, but learners` internal locus of control didn`t have a significant effect on learning flow. Second, learners` internal locus of control, online task value, learning flow have direct effect on learning satisfaction, but time management didn`t have a significant effect on learning satisfaction. Third, learning flow partly mediated the relationship between online task value and satisfaction, and fully mediated the relationship between time management and satisfaction. Fourth, results of the comparison study between the groups on course options, both online task value → flow learning path, and time management → learning flow path in optional group have a strong effectiveness than in required group. It was revealed that both locus of control → satisfaction path, online task value → satisfaction path are not significant. Learning flow → satisfaction path in required group have a strong effectiveness than in optional group.Based on these results, there are direct and indirect effect between locus of control. online task value, time management, and learning flow, and satisfaction. Also it was revealed that there are different path between required group and optional group. So we need to use various instructional design, so that we can improve quality of e-learning.

디자인 씽킹 기반 미용전공수업의 자기주도성, 학습만족, 학습성과에 관한 연구

김선형 한국미용학회 2024 한국미용학회지 Vol.30 No.4

This study is an empirical analysis of how beauty major classes based on design thinking teaching methods affect self-direction ability, learning satisfaction, and learning outcomes. As a result of the study, self-direction, learning satisfaction, and learning performance improved compared to before the design thinking-based beauty major class, and learning attachment, self-confidence, openness, responsibility ∙ autonomy for each sub-factor of self-direction showed a statistically significant positive (+) with learning satisfaction. It was found that there was a correlation, and learning attachment, self-confidence, openness, responsibility ∙ autonomy for each sub-factor of self-direction were found to have a statistically significant positive (+) correlation with learning performance. Additionally, learning satisfaction was found to have a statistically significant positive (+) correlation with learning outcomes. As a result of conducting multiple regression analysis to verify the effect of self-direction on learning satisfaction and learning performance, learning attachment, responsibility ∙ autonomy, and openness for each sub-factor of self-direction are important factors in learning satisfaction, and selfdirection is an important factor in learning performance. Openness and self-confidence were found to be important factors for each subfactor of initiative. As a result of conducting a simple regression analysis to verify the effect of learning satisfaction on learning performance, it was found that learning satisfaction is an important factor in learning performance. This study targeted 4th graders at a specific school, and a small number of people were selected as subjects, so it is difficult to generalize. Future research targeting a larger number of students and applying it to various classes will be needed.

플립러닝 환경에서 간호대학생의 학습 실재감, 자기조절 학습 능력이 학습 만족도에 미치는 영향

원효진 사단법인 한국융합기술연구학회 2022 아시아태평양융합연구교류논문지 Vol.8 No.12

The purpose of this study is to evaluate the effect of learning presence and self-regulated learning ability on learning satisfaction of nursing students who studied flipped learning classes. The procedure of the flipped learning class was divided into learning outside the classroom and learning within the classroom, and it can be organized in detail by watching learning videos, pre-learning check activities, knowledge application activities, and finishing activities. The participants were 188 nursing students of the first year in the university. The data were collected June, 2022. The general characteristics of the subjects were analyzed for the frequency of numbers and percentages. The degree of learning presence, self-regulated learning ability, and learning satisfaction perceived by the subjects were descriptive statistics of the mean and standard deviation. Pearson correlation coefficients were calculated for the relationship between learning presence, self-regulated learning ability, and learning satisfaction. The effect of learning presence and self-regulated learning ability on learning satisfaction was analyzed by multiple regression analysis. The factors affecting learning satisfaction were cognitive presence and emotional reality. Recognition ∙ super cognition control, motivation control, and behavior control had a significant effect on learning satisfaction. It will be possible to provide basic data for preparing measures to improve learning satisfaction, such as increasing the sense of reality in the learning situation and instilling confidence in the learners’ own abilities. 본 연구는 대학에서 플립러닝 수업을 받은 1학년 재학생 188명을 대상으로 학습 실재감, 자기조절 학습 능력, 학습만족도를 살펴보고자 하였다. 플립러닝 수업의 절차는 교실 밖 학습과 교실 내 학습으로 구성하였고, 학습관련 동영상 시청, 사전 학습 점검, 지식 응용 활동, 마무리 활동으로 진행하였다. 자료수집은 2022년 6월에 실시되었다. 대상자의 일반적 특성은 빈도 분석하였으며, 학습 실재감, 자기조절 학습능력, 학습 만족도는 기술통계 하였다. 학습 실재감, 자기조절 학습 능력, 학습 만족도 간의 관계는 상관관계분석을 하였으며, 학습 실재감, 자기조절 학습 능력이 학습 만족도에 미치는 영향은 다중회귀분석하였다. 그 결과 대상자의 학습 만족도에 영향을 미치는 학습실재감의 하부요인은 인지적 실재감과 감성적 실재감이었다. 또한 학습 만족도에 유의한 영향을 미치는 자기조절능력의 하부요인은 인지∙초인지 조절, 동기 조절, 행동 조절로 확인되었다. 이를 통해 학습 상황에 대한 실재감을 높여주고 학습자 스스로의 능력에 대한 자신감을 심어주는 등 학습 만족도를 개선하기 위한 방안 마련을 위한 기초자료를 제공할 수 있을 것이다.

e-Learning 환경에서 인식되는 사회적 실재감과 성취도, 만족도, 학습지속도 관계 규명

강명희 ( Kang Myunghee ),김민정 ( Kim Min Jeong ) 한국교육공학회 2006 교육공학연구 Vol.22 No.4

본 연구는 e-Learning 진행 중 학습자가 인식하는 사회적 실재감이 학업 성취도, 만족도, 학습 지속도와 어떠한 관계를 가지는지에 대한 문제를 규명하기 위해 6주 동안 온라인 강의를 수강한 46명의 대학생을 대상으로 조사되었다. 연구는 먼저 e-Learning 환경에서 인식되는 학습자들의 사회적 실재감을 자가 평가 형식의 설문지로 개발하고, 요인분석을 통해 실재감의 하위 요인을 규명한 후, 이 중 어떠한 요인이 e-Learning의 성공을 성취도, 만족도 그리고 학습 지속도 측면에서 예측하는지를 회귀분석을 사용하여 검증하였다. 연구결과 사회적 실재감 전체보다는 이의 하위 요인인 ‘의견교환의 활발성’으로 표출된 실재감이 학업 성취도와 만족도를 예측하는 변인이며, ‘시스템 활용의 능숙도’로 인식된 사회적 실재감이 학습 지속도를 예측하는 변인인 것으로 조사되었다. This study has investigated the relationship among perceived social presence, achievement, satisfaction and learning persistence in e-Learning environment. In order to provide data for design factors that can increase social presence in the design of the environments of e-Learning, this study has carried out a factor analysis of social presence, and has explored the relationship between the factors resulted from the analysis and the degrees of achievement, satisfaction, and learning persistence. The research questions of this study are as following: 1. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of achievement? 2. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of satisfaction? 3. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of learning persistence? The results of this study are summarized as follow: First, the perceived social presence in the e-Learning environment appears to have significant correlation with the variables related to the team. More specifically, it shows static correlation with the degree of achievement of the team assignment(r(44) = .365, p < .05) and of the team discussion (r(44) = .472, p < .01). However, the perceived social presence does not show any significant correlation with individual variables like the degrees of perceived learning achievement and learning achievement, and the degree of achievement of individual assignments and discussions. Second, the perceived social presence in the e-Learning environment shows affirmative correlation with the degree of satisfaction(r(44) = .365, p < .05), but only liveliness of opinion exchange, among others, appears to have significant static correlation with the degree of satisfaction(r(44) = .364, p < .01). Dexterity in using systems, faithfulness to team members, and successfulness in emotion exchange do not show significant correlation with the degree of satisfaction. As a result of the regression analysis, liveliness of opinion exchange turns out to explain 13.3% of the degree of satisfaction(β = .364, p = .013, R² = .133). Third, the perceived social presence in the e-Learning environment shows significant correlationwith the intention to persist learning(r(44) = .265, p < .05), but not with the persistence of the participation in learning. On the other hand, of the sub-factors of social presence, liveliness of opinion exchange, faithfulness to team members, and successfulness in emotion exchange do not show significant correlation with the persistence of the participation in learning and with the intention to persist learning, but dexterity in using systems do show meaningful correlation with the intention to persist learning(r(44) = .466, p < .01). Furthermore, dexterity in using systems can explain 21.7% of the intention to persist learning(β = .466, p = .001, R² = .217).