본 연구의 목적은 e-포트폴리오 성찰일지 작성활동의 학습효과 즉 학습참여도, 학업성취도, 반성적 사고 수준, 학습만족도에 영향을 미치는 학습자 관련 변인이 무엇인지 알아보고, e-포트폴리오 성찰일지 작성활동이 예비교사교육의 교수-학습 실천전략으로 정착되기 위해 고려해야 할 사항은 무엇인지 탐색하는 것이다. 본 연구는 예비교사의 실천적 지식구성, 반성적 사고 능력 및 자기주도적 학습능력을 향상시키기 위해 활용할 수 있는 교육방법으로 ‘e-포트폴리오 성찰일지 작성’에 초점을 맞추고 있다. 연구문제를 설정하고 e-포트폴리오 성찰일지 작성활동을 위해 웹기반의 클럽과 개인 블로그를 활용하여 연구를 진행하였다. 예비교사 51명의 일반적 특성을 분석하기 위해 빈도, 평균 등 기술통계가 사용되었고, 모든 변인간의 상관관계를 분석하기 위해 Pearson 상관계수 r을 이용한 상관분석을 실시하였다. 또, e-포트폴리오 성찰일지 작성활동의 학습효과(학습참여도, 학업성취도, 반성적 사고 수준, 학습만족도)를 예측하는 변인을 분석하고자 각각 다중회귀분석(Multiple Regression)을 실시하였다. 이 연구결과는 예비교사의 실천적 지식 습득과 반성적 사고 함양을 위한 교육의 한 형태를 제시해 줌으로써 성찰일지, 웹기반 성찰일지, e-포트폴리오 성찰일지 작성을 적용해 보고자 하는 교수자들에게 학습자 특성을 고려한 수업설계와 운영에 있어 실제적인 지침을 제공해 줄 수 있을 것이다.

The purpose of the study was to investigate the learner-related variables influencing the effect of reflective journal writing on learning in e-portfolio (learning participation, learning achievement, levels of reflective thinking and learning satisfaction) and to find the practical strategy that can apply the reflective journal writing on learning in e-portfolio to pre-service teacher education. To enhance the composition of practical knowledge, as well as reflective thinking and the ability of self-directed learning for the future, this study aimed at ‘reflective journal writing on learning in e-portfolio’ as an instructional method. The reflective journal writing on learning in e-portfolio was done with the web-based club and a personal blog in this study. The research findings are as follows: The first, among the learner-related variables selected in the study, three variables were found to show statistically significant in predicting the learning participation, which were the relevance of the reflective journal`s topic, the internet application ability, and the levels of internal locus of control. The second, two learner-related variables were found to be statistically significant in predicting the learning achievement; the levels of prior knowledge and the self-regulated learning strategy. The third, three learner-related variables were found to show statistically significant in predicting the levels of reflective thinking; the attitude toward writing, the relevance of the reflective journal`s topic and the levels of prior knowledge. The fourth, the learner-related variables which showed statistically significant in predicting the learning satisfaction were the relevance of the reflective journal`s topic, the competitive learning style, and the levels of prior knowledge. With journal writing was recommended as a form of instructional method for pre-service teacher for acquiring practical knowledge and reflective thinking, the results of this study could provide instructors who wish to utilize reflective journal, web-based reflective journal, and reflective journal writing on learning in e-portfolio with practical guidelines in the instructional design and management taking into a consideration of the leaner-related variables.