본 연구에서는 Blended Learning 환경에서 학습자의 감성지능이 학업성취도를 유의미하게 예측 하는 변인인지를 검증하기 위하여 학업성취도를 오프라인 학습, 온라인 개별학습, 그리고 온라인 팀 학습의 세 가지 유형으로 분류하여 연구를 실시하였다. 이에 연구문제를 감정인식/표현, 감정 이입, 감정의 사고촉진, 감정지식의 활용, 감정조절의 다섯 가지 하부 영역을 포함하고 있는 감성 지능이 Blended Learning의 세 가지 학습유형별 학업성취도를 예측하는 변인인가로 설정하고, 63 명의 여대생을 대상으로 자료를 수집하였다. 감성지능과 그 다섯 가지 하부영역들의 학습 유형별 학업성취도에 대한 예측 정도를 조사하기 위해 학습유형별 학업성취도를 개별 종속변인으로 설정 하여 회귀분석을 실시하였다. 연구 결과, 감성지능은 오프라인 학습과 온라인 개별 학습의 성취도 를 예측하는 변인은 아니지만 온라인 팀 학습의 학업성취도는 유의미하게 예측하는 변인인 것으로 나타났다. 본 연구의 결과를 통해 요즈음 학습의 주요 변인으로 인식되고 있는 학습자의 감성지능 이 다양한 학습형태를 혼합하고 있는 Blended Learning 환경 중에서 특별히 온라인 팀 학습으로 진행되는 경우에 학습자의 성취도를 높이는데 기여하는 변인으로 규명되어, 향후 온라인 팀 학습 설계에서는 학습자의 감정지능을 고려한 설계가 진행되어야 함을 시사하고 있다.
After Salovey and Mayer(1990) had given a definition of emotional intelligence, it has been spread into the field of learning and general public. It claims that emotional intelligence predicts the academic success and even the success of life. Not many studies, however, have investigated the relationship between emotional intelligence and academic achievement. It still is under discussion of the predictive validity of emotional intelligence on the academic achievement. The purpose of this study was to verify whether learners\' emotional intelligence would be a significant variable in predicting academic achievement with various types of learning in a blended learning environment. To achieve the purpose of this study, concrete study questions were drawn as follows: 1. In a Blended Learning environment, does learners\' emotional intelligence predict achievement in offline learning? 2. In a Blended Learning environment, does learners\' emotional intelligence predict achievement in online learning? 2-1. In a Blended Learning environment, does learners\' emotional intelligence predict achievement in online individual learning? 2-2. In a Blended Learning environment, does learners\' emotional intelligence predict achievement in online team learning? Emotional intelligence and academic achievement were measured using 63 college students. Emotional intelligence was divided into 5 sub-factors. The achievement of offline learning using two quizzes and of online individual learning with web-based portfolios and of online team learning with web-based team project were measured. The findings of this study were as follows: First, emotional intelligence was not a signigicant variable to predict achievement in offline learning. All sub-factors of emotional intelligence did not show a significant correlation with achievement in offline learning. It suggested the probability that learners\' emotional intelligence would not predict the result of cognitive tests such as written examinations. Second, a significant correlation was derived between learners\' emotional Facilitation of Thinking and achievement in online learning(r = .369). The result of dividing the achievement in online learning into that of individual learning and that of team learning indicated that emotional intelligence has predictability on the latter, F(1, 61) = 8.404, p < .05, β= .348, while it had no predictability on the former. It could not be concluded that this difference in the finding was caused by difference in learning mode, but it could be inferred that the difference was caused by difference in learning formats of team learning and individual learning, in that emotional intelligence had no correlation with achievement in online individual learning. Third, out of sub-factors of learners\' emotional intelligence, only emotional facilitation of thinking was a significant variable to predict achievement in online team learning. This finding indirectly proved that emotional intelligence was related to factors such as ability of interpersonal relationship, cooperative spirit, ability to settle conflict necessary for performing a team project. That is, it could be inferred that emotional facilitation of thinking would affect those abilities necessary for team learning and draw high academic achievement. Based on the findings of the study, the following suggestions are made for the future studies: First, future study is needed to observe the progress and change of the students\' emotional intelligence through long-term experiment. Second, Various types of academic achievement such as face to face discussion and problem-based learning which should be thoroughly investigated in future. Third, cumulative results of studies that can generalize predictability of emotional intelligence should be established. Fourth, studies on correlation between emotional intelligence and other variables which affect academic achievement such as self-regulated learning ability, academic self-efficacy, and learning motivation are needed.
I. 서 론 II. 이론적 배경 III. 연구방법 IV. 연구 결과 V. 결론 및 제언 참고문헌
