학습 발달과정 연구의 현황, 방법론적 특징 및 연구 사례

맹승호 ( Seung Ho Maeng ),성연선 ( Yeon Seon Seong ),장신호 ( Shin Ho Jang ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.1

이 논문은 2006년 이후 미국을 비롯한 세계 여라 나라로 점차 확산되고 있는 학습 발달과정(Learning Progressions) 연구의 현황과 연구 방법을 소개하고, 최근에 국내에서 수행된 연구 사례를 중심으로 학습발달과정 연구의 실제를 제시하여 학습 발달과정을 조사하기 위한 방법론적 기초를 제공하기 위한 것이다. 이를 위해 마국을 중심으로 진행되어 온 학습 발달과정 연구의 현황을 소개하고, 특별히 학습을 위한 평가의 관점에서 학습 발달과정을 조사하는 방법과 절차를 정리하였다. 과학의 학습 발달과정은 과학의 주제를 학습할 때 형성되는 발달의 경로를 기술한 것으로서, 발달의 경로를 따라 학생들은 과학 지식을 활용하여 과학의 탐구실행에 참여하게 된다. 각각의 학습 발달과정은 상위 정착점과 하위 정착점, 그리고 두 정착점을 연결해 주는 중간 단계들로 구성되었다. 과학의 학습 발달과정을 조사할 때, 연구자들은 평가의 삼각형에 기반하여 구성된 Wilson의 4단계의 평가 시스템 구성단위를 주로 사용하였다. 논문에서는 학습 발달과정의 조사 방법과 절차를 물의 순환에 대한학습 발달과정 조사에 적용한 사례 연구를 소개하고, 한국에서 수행될 학습 발달과정에 대한 후속 연구를 위한 함의점과 고려할 점을 논의하였다. The purpose of this paper is to introduce the current studies and research methods about Learning Progressions disseminated to several countries including the U.S. since 2006. It also provides a methodological base to investigate learning progressions in science by introducing a case study of learning progression conducted in Korea. For this study we described several features of current studies on learning progressions in the U.S. and reported the common ways and sequences employed in examining learning progressions especially with respect to assessment for learning. Learning progressions are descriptions of developmental pathways of learning o topic in which science knowledge is used in students` engaging in science practices. Each learning progression consists of upper anchor lower anchor and intermediate steps that connect both anchors. In investigating a learning progression researchers usually utilize Wilson`s four building blocks of assessment system based on the assessment triangle. This kind of method was also applied in investigating the learning progression for water cycle in this study. We discussed implication and consideration for the future research on learning progressions in science in Korea.

대학의 시간등록제 학습을 경험한 학습자의 학습동기가 학습자특성, 학습만족, 참여지속의도에 미치는 영향

이상우,오현성 국제문화기술진흥원 2024 The Journal of the Convergence on Culture Technolo Vol.10 No.3

현재 한국의 경우 저출산 고령화의 분위기에 따라 교육 대상층의 학습능력 향상에 관심이 높게 발생하고 있다. 인구가 줄어드는 딜레마는 결국 가용 가능한 인구자원의 활용성을 효율적으로 극대화 시킬 수 있는 방안이 마련되어야 한다는 부담을 유발한다. 이에 본 연구는 학습동기(활동지향동기, 학습지향동기)가 학습자 특성(학습가치, 학습효능감)과 학습만족에 미치는 영향을 탐색하고 결과적으로 평생학습 참여 지속의도(추천의도, 관계지속의도)에 어떤 영향을 주는지 실증 분석하였다. 분석결과, 학습동기는 학습만족에 유의미한 영향을 미쳤고, 이렇게 형성된 감정은 추천의도와 관계지속의도에 긍정적 영향을 미침을 발견하였다. 또한 학습지향동기는 학습만족과 학습자의 특성 모두에 유의미한 영향을 미쳤지만 학습효능감의 경우 추천의도에는 영향을 미치지 않음을 발견하였다. 본 연구는 학습자의 지향점과 개인의 성취방향 그리고 추천의도와 관계지속의도에 대한 전반적인 사항을 고려하여 관계유지 및 학습자의 특성에 기인한 교육체계의 기초를 제시하였다는 점에서 의의가 있다. Currently, in Korea, there is a growing interest in improving the learning ability of the education target group due to the low birth rate and aging population. The dilemma of a shrinking population ultimately causes the burden of having to come up with a plan to efficiently maximize the use of available population resources. Accordingly, this study explores the impact of learning motivation (activity-oriented motivation, learning-oriented motivation) on learner characteristics (learning value, learning efficacy) and learning satisfaction, and as a result, intention to continue participating in lifelong learning (recommendation intention, relationship continuation intention). As a results of the analysis, it shows that learning motivation had a significant effect on learning satisfaction, and the emotions formed in this way had a positive effect on recommendation intention and relationship continuation intention. In addition, the results show that learning-oriented motivation had a significant effect on both learning satisfaction and learner characteristics, but that learning efficacy had no effect on recommendation intention. This study is significant in that it presents the basis for an educational system based on relationship maintenance and learner characteristics by considering the learner's orientation, individual achievement direction, recommendation intention, and relationship continuation intention.

학습컨설팅에 참여한 대학생의 온라인 학습경험에 관한 현상학적 연구

전보라 인문사회 21 2020 인문사회 21 Vol.11 No.3

This study aims to reveal the online learning experience of university students who participated in learning consulting through phenomenological methods and to derive its meaning. To this end, learning consulting was conducted on 14 students of P University in the first semester of 2020 and the results of the study were derived by applying the phenomenological analysis method of Colaizzi. Specific findings include: First, in the context of online learning, university students were having difficulty using efficient time management. Second, university students were suffering from problems of maladjustment in online learning, such as poor concentration, a fear of assignments and test management. Third, university students showed a declining sense of existence due to the lack of communication between professors and students in the online learning environment. Through this study results, we were able to broaden the awareness and understanding of university students' online learning experiences and understand what aspects of learning support are needed for online learning. It also proposed ways to support learning at the university and new directions for learning consulting. 본 연구는 현상학적 방법을 통해 학습컨설팅에 참여한 대학생의 온라인 학습경험을 밝히고 그 의미를 도출하는 데 목적이 있다. 이를 위해 2020학년도 1학기 P대학의 학생 14명을 대상으로 학습컨설팅을 실시하였으며, 연구결과는 Colaizzi의 현상학적 분석방법을 적용하여 도출하였다. 구체적인 연구 결과는 다음과 같다. 첫째, 온라인 학습 상황에서 대학생들은 효율적인 시간관리 활용에 대한 어려움을 겪고 있었다. 둘째, 대학생들은 집중력 저하, 과제 및 시험 관리에 대한 두려움과 같은 온라인 학습의 부적응 문제를 겪고 있었다. 셋째, 대학생들은 온라인 학습 환경에서 교수와 학생 간 소통의 부재로 인해 현존감이 감소되고 있었다. 이와 같은 연구 결과를 통해 대학생의 온라인 학습경험에 대한 인식 및 이해를 넓히고, 온라인 학습에 있어서 어떤 측면의 학습지원이 필요한 지 파악할 수 있었다. 아울러 대학 차원에서의 학습지원 방안과 학습컨설팅의 새로운 방향을 제안하였다.

Learning Styles and Perceived Usefulness of Online Tools for Accounting Princi

이은서,Mariah A 한국회계정보학회 2015 한국회계정보학회 학술대회발표집 Vol.2015 No.2

The learning styles of students and the usefulness of various learning tools are analyzed to determine whether accounting principles courses should be designed to match students learning styles. These results are compared with instructors perceptions to identify differences. Results of this study indicate that learning styles of students do not play a significant role in selecting the online learning tools. In fact, it is the hard copy textbook that students select as a learning tool in the accounting principles courses, regardless of their learning styles. Results of this study also indicate that students perceptions of the usefulness of the learning tools are different from instructors’ perceptions, suggesting that students use the learning tools more than required by instructors. Results also indicate that demographic variables might be better indicators of the perceived usefulness of the learning tools available to students. We conclude that the most important goal for instructor is to encourage the students to use the tools available and to keep students involved in their learning.

U-Learning Scheme

김혜진(Kim, Hye-Jin) 한국산학기술학회 2011 한국산학기술학회논문지 Vol.12 No.12

본 연구는 언제 어디서나 교육이 가능하도록 하는 유비쿼터스 컴퓨팅 기술의 개념에 기반하여 유비쿼터스 학습 환경의 모형을 제안한다. 유비쿼터스 학습 환경은 환경 친화적 학습 스킴이며, 지리학적으로 떨어져있는 환경에 서 디지털 매체를 사용하여 학생의 학습을 지원하는 것이다. U-Learning 모형은 웹 기반의 E-Learning 시스템이며, 학 습자들이 유비쿼터스 학습 환경및 시스템과의 상호작용을 통해 지식과 기술을 습득하도록 하는 것이다. 교육은 학생 중심이지만, 학생은 학습 프로세스를 인지하지 못할 수도 있다. 소스 데이터는 내재된 객체로 존재하게 되지만, 학생 들은 학습하기 위해 아무것도 할 필요가 없으며, 학생들이 움직이거나 학습 환경에 접할 때 장비 및 임베디드 컴퓨터 들은 통신을 통해 학습 자료를 제공하게 된다. This paper presents a model of ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at anytime. This ubiquitous learning environment is described as an environment-friendly learning scheme that supports students’ learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Education is happening all around the student but the student may not even be conscious of the learning process. Source data is present in the embedded objects and students do not have to do anything in order to learn. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

The mediating effect of self-regulated learning on the relationship between learning presence and learning effect of nursing students

Jeong, Seung Eun,Han, Jung Hee 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10

Aims: This study aims to improve academic efficiency and quality of learning process in an e-learning environment that can be continuously used in the future by identifying the relationship between the learning presence, self-regulated learning, and learning effect experienced by nursing students in the e-learning environment. Methods: The research instrument consisted of a questionnaire consisting of 5 general characteristics, 26 questions of learning presence, 15 questions of learning effect, and 16 questions of self-regulated learning, and a total of 62 questions. For data analysis, t-test, One-Way ANOVA, Pearson Correlation Coefficient and Baron and Kenny"s 3-step mediating effect verification procedure using multiple regression analysis was performed using SPSS/WIN 22.0 program. Results: The mean score of the subjects" learning presence was 3.78±0.58, and environment structuring was the highest at 3.85±0.65. Learning effect and learning presence (r=.90 p<.001), and learning effect and self-regulated learning (r=.77 p<.001) showed a high correlation among the four sub-factors of self-regulated learning. Learning presence and self-regulated learning (r=.78 p<.001) showed a positive correlation. It was found that self-regulated learning partially mediates the learning presence and learning effect. Conclusions: Nursing students" learning presence and self-regulated learning were found to affect their learning effects. Also, it was found that self-regulated learning partially mediates the relationship between learning presence and learning effect. Among learners" self-regulated learning, the environmental structuring is the highest, so it is necessary to create learning conditions in order to improve the learning effect. Learning presence appears to significantly predict the learning effect, so methods to increase the learning presence through active communication between professor and learners is needed. In addition, effective instructional design and various operational strategies for nursing students are essential to improve the quality of learning effects.

학습마을활동가의 일터 무형식학습 경험에 관한 연구

송성숙 한국공공사회학회 2022 공공사회연구 Vol.12 No.2

This study in-depth explored the workplace informal learning experiences of learning village activists. To do this, four Learning Village activists were selected as research participants and a qualitative case study was conducted from March to December 2021 through activity log, participation observation, and in-depth interviews. As a result of the analysis, the initiation as a learning village activist showed 'entering the workplace with the active support of the family' and 'encountering with oneself inherent in the workplace'. In the informal learning experience at work, 'colleague activists are a source of learning', 'professional mentors are a repository of knowledge', and 'wisdom learned from the lives of residents' appeared. From the growth and change of learning village activists, ‘growth through continuous learning’, ‘be born again as an expert with a sense of mission’, and ‘construction of a practical learning community to learn and share’ appeared. In conclusion, learning village activists were growing together with villagers through various informal learning experiences in the process of conducting village activities. This can be used as a basis for learning village activists to engage in workplace informal learning activities that can promote the growth of residents and change of villages. 본 연구는 학습마을활동가의 일터 무형식학습 경험에 대해 심층적으로 탐색하였다. 이를 위해 학습마을 활동가 4명을 연구 참여자로 선정하여 2021년 3월부터 12월까지 활동일지 및 참여관찰과 심층면담을 통해 질적 사례연구를 수행하였다. 분석결과, 학습마을활동가로의 입문은 ‘가족의 적극적인 지지로 일터에 입문’, ‘일터에서 내재된 자신과 조우’가 나타났다. 일터에서의 무형식학습 경험은 ‘동료 활동가들은 학습의 원천’, ‘전문가 멘토는 지식의 보고’, ‘주민들의 삶에서 배우는 지혜’가 나타났다. 학습마을활동가의 성장과 변화는 ‘지속적인 학습으로 성장하기’, ‘사명감을 지닌 전문가로 거듭나기’, ‘배우고 나누는 실천학습공동체 구축’이 나타났다. 결론적으로 학습마을활동가는 마을활동 수행과정에서 다양한 무형식학습 경험을 통해 마을주민과 함께 성장하고 있었다. 이는 학습마을활동가들이 주민의 성장과 마을의 변화를 촉진할 수 있는 일터 무형식학습 활동에 대한 기초자료로 활용할 수 있을 것이다.

방송대 성인학습자의 자기주도 계속학습 활동에 나타난 학습지속 요인

김영경(Kim Young Kyoung),이희수(Lee Hee Su) 한국평생교육학회 2011 평생교육학연구 Vol.17 No.4

본 연구는 한국방송통신대학교 성인학습자들의 자기주도 계속학습 활동을 분석하여, 이들이 학업성취에 이를 수 있게 한 학습지속 요인을 밝히고자 하였다. 이를 위해 방송대 성인학습자 8명을 대상으로 반구조화된 심층 면담을 실시하여 자기주도 계속학습 활동을 분석하였다. 연구 결과, 자기주도 계속학습자들은 학습동기에 의지하였고, 자신만의 학습비법과 학습관리 전략을 가지고 학습에 임했으며, 학습하는 환경을 구축하는 등 학습을 주도적으로 이끌어 나가 학업성취(졸업)에 이르렀다. 이들의 학습지속 요인은 학문에의 몰입과 재미, 학습 성공 경험 속에서 획득된 학습 역량, 획득된 지식의 활용을 통한 자신감과 자존감, 학습 성취 의지, 학습의 습관화, 부담감 없는 자유, 학습하는 환경 형성 등으로 나타났다. The purpose of this study was to reveal the learning persistence factors of adult learners in Korea National Open University who successfully completed their learning, by analyzing their self-directed continuing learning process. To this end, semi-structured and in-depth interviews were conducted on 8 participants. Those learners showed a reliance upon their learning motivation and self-directed continuing learners completed their learning by employing their own secret learning methods and learning management strategies. It was discovered that the factors associated with their learning persistence were: (1) Finding flow and a significant interest in the structure of the discipline being studied. (2) Learning competence acquired through their experience of prior learning success. (3) Self-confidence and self-esteem formed by using their knowledge, acquired through learning activity. (4) The will to complete their learning. (5) Habitualization of learning. (6 ) Fun without burden. (7) Forming environment to learn.

Integrating Assessment for Learning Strategies in Wiki-based Collaborative Learning Activities : A Case Study on Teaching Primary Mathematics

( Yiu Chi Lai ),( Tak Wah Wong ) 한국수학교육학회 2013 수학교육 학술지 Vol.2013 No.1

Learning and assessment have been treated traditionally as two separate issues, where the latter is conducted after the former to evaluate what learners have imbibed, enabling instructors to rank their abilities accurately. However, assessment should be designed to support learning and be embedded in the learning process. Feedback, questioning and dialogue, and sharing successful criteria are also considered characteristics of Assessment for Learning (AfL). Meanwhile, Web 2.0 tools such as wikis can facilitate different forms of feedback, self- and peer assessment, and multidimensional assessment methods advocated in AfL. In summary, exploring how to integrate AfL strategies in wiki-based learning activities is worthwhile for us because AfL is one of the focuses of the curriculum reform. In this paper, we will discuss a case study on teaching “Shape and Space” in a primary school. This case indicated that the teacher can monitor the learning process and use assessment to uncover students` learning. The wiki platform also allows the teachers to provide timely feedback to facilitate students` learning.

Learning Styles and L2 Vocabulary Learning: Do Referential Preference Learners Gain More Vocabulary Than Expressive Preference Learners?

이상은,이준규 서울대학교 교육종합연구원 2018 The SNU Journal of Education Research Vol.27 No.4

This study investigates the relationship between learning styles and second language vocabulary learning among young learners. The learning styles were operationalized in accordance with Nelson (1973), in which referential learning occurs when learners prefer to acquire a language through learning single words, whereas expressive learning happens when learners learn a language with entire phrases. After classifying students’ learning styles, the present study explored the relationship between learning style (referential vs. expressive) and task types (word vs. idiom) of vocabulary learning. Results indicated that while no interaction between single items was found, there was a significant interaction between referential learning and multi-word expressions (idioms) on vocabulary learning. The results suggest that the Korean students’ learning style was related to learning environments, including word-based lessons by school or institute in Korea.