전문대학 튜터링 프로그램 성과에 영향을 미치는 요인들의 구조적 관계 규명

다국어 초록 (Multilingual Abstract)

The aim of this study was to identify the structural relationship between the relevant variables and
performance of college tutoring program to offer the practical recommendations for designing effective
tutoring program. 202 tutees of A college tutoring program on the spring semester of 2014 was
participated in this study. Self-directed learning ability, perceived role of tutor as the content provider and
interaction facilitator, cognitive and social presence, perceived achievement, and the intention to persist of
tutee were analyzed to identify the structural relationship among those variables. Result showed self-directed
learning ability directly affected cognitive and social presence and indirectly affected perceived learning and
the intention to persist. Also, perceived role of tutor as the content provider and interaction facilitator had
direct effect on cognitive presence and indirect effect on perceived learning and the intension to persist.
Moreover, perceived role of tutor as the interaction facilitator directly influenced social presence and
indirectly influenced the intension to persist. Providing effective programs and learning tools to enhance
self-directed learning ability of tutee and appropriate training program to empowering the competencies of
tutors as the content provider and interaction facilitator were recommended.

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