학점은행제 학습자의 자기주도학습 준비도가 교육 만족도에 미치는 영향

The purpose of this study was to analyze the impacts that the self-directed learning readiness of learners' in the Credit Bank System(CBS) on their educational satisfaction. The followings were the questions conducted for the purpose of this study: First, the difference between the Self-Directed Learning Readiness (SDLR) and their educational satisfaction of the CBS learner based on the population statistics. Second, the impact that self-directed learning readiness has on their educational satisfaction. The research was conducted through surveys on a total of 348 learners of the Lifelong Education Center, a university subsidiary. The analysis methods used for this research were Frequency Analysis, T-test, ANOVA, LSD Multiple Range Test, and Multiple Regression Statistics. According to the results of the study, the contentment level showed above average (3,45) after analyzing the CBS learners' educational satisfaction. A significant pattern was noticeable among the learners depending on their education level, age, periods of academic immersion, profession, and groups. Variables related to the learners' academic belief and responsibility illustrated an important role on the learners' educational satisfaction through SDLR. Also, variables related to the learners' belief hold about 70% of the interpretation of overall SDLR.