본 연구는 웹 기반 토론에 대한 학습자의 참여도, 성취도 및 만족도에 관련된 주요 요인들을 알아보고자 하였다. 웹 기반 토론을 E대학교 4학년 83명의 학습자를 대상으로 약 한달간 진행되었으며, 이 가운데 77부의 설문지가 분석에 사용되었다. 학습자들은 비동적으로 웹 기반 토론에 참여하였으며, 참여도는 학습자의 메시지 게시횟수를, 성취도는 게시된 메시지의 내용 및 성찰일지를, 만족도는 토론에 대한 전반적인 만족도를 설문 분석하였다. 다중회귀분석을 실시한 결과에 따르면 학습자의 참여도를 예측하는 요인은 외적 동기와 쓰기에 대한 태도, 교수자와의 상호작용 정도인 것으로 나타났으며, 학습자의 성취도를 예측하는 요인은 참여도, 토론 주제에 대한 사전지식, 쓰기에 대한 태도인 것으로 나타났다. 학습자의 만족도를 예측하는 요인은 내적 동기, 토론주제의 관련성, 교수자와의 상호작용 정도, 물리적 환경, 참여도로 조사되었다.

The purpose of this study was to investigate factors related to learner``s performance in terms of participation, achievement and satisfaction in the web-based discussion. For the research question, literature reviews suggested ten factors: the attitude toward CMC, the attitude toward writing, intrinsic/extrinsic motivation, previous knowledge on the subject(learner-related factors), the relevance of the discussion topic, the interaction with instructors(design-related factors), physical environment, psychological environment., support(environment-related factors). The subjects for this research were 83 students enrolled in a course using the web-based online discussion as a supplement to face-to-face instruction at university level. 77 ques-tionnaire were analyzed for the research question. The subjects participated in the online discussion asynchronously. To proceed the discussion smoothly, 83 students were randomly assigned to 10 groups and had their own bulletin board. Multiple regression was conducted to analyze the data. The results of this study were summarized as follows: First, the significant predictors of the number of messages were extrinsic motivation(Beta =.298, p<.0l), attitude toward writing C Beta = 220, p<.05), interaction with instructors (Beta=.220, p<.05). Second, the significant predictors of the achievement of learners were the number of messages C Beta =.394, p<.00l), previous knowledge on the discussion topic (Beta=.271, p<.0l), attitude toward writing(Beta=.203, p<.05). Third, the significant predictors of the satisfaction of learners were intrinsic motivation(Beta=.320, p<.0l), relevance of the discussion topic(Beta=.306, p<.0l), interaction with the instructor(Beta=.205, p<.05), physical environment(Beta=.198, p<.05), the number of messages(Beta=.189, Based on the result of the study, the following recommendations were offend: alleviate anxieties on writing, assign students to the discussion group according to the previous knowledge on the topic, implement motivational strategies, assign grades for adequate portion, offer discussion topic which learners consider relevant to them, interact with learners actively, facilitate learners to interact with peer learners.