이 연구는 기업교육훈련에서 e-Learning과 학습전이에 대한 관심이 높아지고 있는 상황에서 학습전이와 학습자의 자기주도성, 전이풍토 및 학습과의 관계에 대한 실증분석을 목적으로 수행되었다. 이를 위해 현재 e-Learning을 실시하고 있는 국내 기업에서 최소 2~6개월 전 사내 e-Learning 과정에 참여했던 경험이 있는 재직 근로자 중 유의표집에 의하여 추출된 근로자를 대상으로 학습전이, 자기주도성, 전이풍토, 그리고 학습에 대한 그들의 인식 수준을 측정하였다.
이 연구의 결과는 첫째, 국내 기업 e-Learning 프로그램에 참여한 근로자는 조직 내에서의 학습전이를 비교적 보통 이상의 수준으로 인식하였다. 둘째, 학습에 대한 자기주도성은 집합교육훈련 참여자의 평균적인 자기주도성 수준과 거의 동일하거나 약간 낮은 수준으로 나타났고, 성별, 연령, 학력, 직급, 직무 및 근무연수에 따른 자기주도성은 통계적으로 차이가 없었다. 셋째, 학습전이 및 학습은 학습에 대한 자기주도성과 중간 수준의 상관을 나타냈다. 넷째, 전이풍토 변인은 모두 학습전이를 유의미하게 설명하였고, 동료의 지원을 제외한 모든 변인이 학습전이와 정적 상관을 나타냈다. 다섯째, 학습전이는 학습과 중간 수준의 상관을 나타냈다.
이러한 연구결과는 교육훈련 설계 및 e-Learning을 고려한 시스템 환경과 학습전이와의 관계, 교육훈련 실시 전과 후, 그리고 근전이, 원전이와 같은 학습전이 유형에 따른 측정시점의 구분, 그리고 교육훈련의 유효성 평가 수준을 반응과 결과수준으로 확대하는 종합적 고찰을 통해 보다 많은 시사점을 제공할 수 있을 것이다.
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The purpose of this study was to determine the perceived level of transfer of training, the self-directedness, transfer climate and the learning of corporate employees participated in e-Learning programs and to determine the relationship among those variables. A survey questionnaire is consisted of transfer of training scaled based on Lee(1996), self-directed learning readiness scale based on Lee(2006), transfer climate which have four sub-variables(supervisor's support, peer's support, organizational compensation, and opportunity to transfer) scale based on Kim, Lee & Gil(2006), learning scale based on Lee(1996). Based on the findings of the study, the major conclusions of this study were as follows: 1. The mean of the transfer of training of corporate employees participated in e-Learning programs was 3.6 point. And there were no statistical difference between the transfer of training and the type of e-learning programs. 2. The mean of the self-directedness of corporate employees participated in e-Learning programs was 134.54 point(195 of the maximum response point) which was almost same level compared with that of corporate employees participated in offline learning programs. And there was no statistical difference among the levels of corporate employee's self-directedness and employee's sex, age, educational level, job position, job, and the number of working years. 3. The relationship among transfer of training, learning and the self-directedness of corporate employees participated in e-learning programs had positive middle relationship. 4. The relationship between the transfer climate and the transfer of training was affected by supervisor's support, peer's support, organizational compensation, and opportunity to transfer and had the positive middle relationship except peer's support which had positive low relationship. 5. The relationship between transfer of training and learning had positive middle relationship. Based on the findings and conclusions of this study, further research needs to be followed by more specific classifications for the other variables in the transfer of training, to seek some sophisticated and various methods in measurement for the transfer of training, and to extend the level of the learning effectiveness evaluation from learning and behavior to reaction and result.
The purpose of this study was to determine the perceived level of transfer of training, the self-directedness, transfer climate and the learning of corporate employees participated in e-Learning programs and to determine the relationship among those variables. A survey questionnaire is consisted of transfer of training scaled based on Lee(1996), self-directed learning readiness scale based on Lee(2006), transfer climate which have four sub-variables(supervisor's support, peer's support, organizational compensation, and opportunity to transfer) scale based on Kim, Lee & Gil(2006), learning scale based on Lee(1996). Based on the findings of the study, the major conclusions of this study were as follows: 1. The mean of the transfer of training of corporate employees participated in e-Learning programs was 3.6 point. And there were no statistical difference between the transfer of training and the type of e-learning programs. 2. The mean of the self-directedness of corporate employees participated in e-Learning programs was 134.54 point(195 of the maximum response point) which was almost same level compared with that of corporate employees participated in offline learning programs. And there was no statistical difference among the levels of corporate employee's self-directedness and employee's sex, age, educational level, job position, job, and the number of working years. 3. The relationship among transfer of training, learning and the self-directedness of corporate employees participated in e-learning programs had positive middle relationship. 4. The relationship between the transfer climate and the transfer of training was affected by supervisor's support, peer's support, organizational compensation, and opportunity to transfer and had the positive middle relationship except peer's support which had positive low relationship. 5. The relationship between transfer of training and learning had positive middle relationship. Based on the findings and conclusions of this study, further research needs to be followed by more specific classifications for the other variables in the transfer of training, to seek some sophisticated and various methods in measurement for the transfer of training, and to extend the level of the learning effectiveness evaluation from learning and behavior to reaction and result.
