의과대학 문제중심학습에서 튜터의 전문분야와 교수경험이 학습결과에 미치는 영향

강명희,이수지,김민정,김민지,Kang, MyungHee,Lee, SuJie,Kim, MinJeong,Kim, MinJi 연세대학교 의과대학 2011 의학교육논단 Vol.13 No.2

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

피지컬 컴퓨팅 교육에서 과학적 탐구 태도에 대한 과학경험, 교육지원, 학습몰입의 예측력 규명

강명희,장지은,윤성혜,Kang, Myunghee,Jang, JeeEun,Yoon, Seonghye 한국정보교육학회 2017 정보교육학회논문지 Vol.21 No.1

The physical computing education, as the emerging field, is a form of education that helps learners to develop the attitude of scientific inquiry by developing meaningful and creative output through the integration of hardware and software elements. Based on the literature, the authors of the study used science experience, school support and learning flow as the variables that predict the outcome variable which is the attitude of scientific inquiry. The authors collected data from 64 fourth and sixth graders who studied physical computing at an institution for the gifted and talented in Korea and then analyzed them using descriptive statistics, correlation, multiple regression and simple mediation analysis methods. As a result, science experience and learning flow significantly predicted the attitude of scientific inquiry. In addition, learning flow mediated the relationship between science experience and the attitude of scientific inquiry, and the relationship between school support and the attitude of scientific inquiry. Based on these results, the authors propose that to promote the attitude of scientific inquiry in physical computing education, strategies must be implemented for improving science experience, school support and learning flow in instructional design.

e-Learning 환경에서 인식되는 사회적 실재감과 성취도, 만족도, 학습지속도 관계 규명

강명희 ( Kang Myunghee ),김민정 ( Kim Min Jeong ) 한국교육공학회 2006 교육공학연구 Vol.22 No.4

This study has investigated the relationship among perceived social presence, achievement, satisfaction and learning persistence in e-Learning environment. In order to provide data for design factors that can increase social presence in the design of the environments of e-Learning, this study has carried out a factor analysis of social presence, and has explored the relationship between the factors resulted from the analysis and the degrees of achievement, satisfaction, and learning persistence. The research questions of this study are as following: 1. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of achievement? 2. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of satisfaction? 3. What relation do the perceived social presence of learners in the e-Learning environment and its sub-factors have with the degree of learning persistence? The results of this study are summarized as follow: First, the perceived social presence in the e-Learning environment appears to have significant correlation with the variables related to the team. More specifically, it shows static correlation with the degree of achievement of the team assignment(r(44) = .365, p < .05) and of the team discussion (r(44) = .472, p < .01). However, the perceived social presence does not show any significant correlation with individual variables like the degrees of perceived learning achievement and learning achievement, and the degree of achievement of individual assignments and discussions. Second, the perceived social presence in the e-Learning environment shows affirmative correlation with the degree of satisfaction(r(44) = .365, p < .05), but only liveliness of opinion exchange, among others, appears to have significant static correlation with the degree of satisfaction(r(44) = .364, p < .01). Dexterity in using systems, faithfulness to team members, and successfulness in emotion exchange do not show significant correlation with the degree of satisfaction. As a result of the regression analysis, liveliness of opinion exchange turns out to explain 13.3% of the degree of satisfaction(β = .364, p = .013, R² = .133). Third, the perceived social presence in the e-Learning environment shows significant correlationwith the intention to persist learning(r(44) = .265, p < .05), but not with the persistence of the participation in learning. On the other hand, of the sub-factors of social presence, liveliness of opinion exchange, faithfulness to team members, and successfulness in emotion exchange do not show significant correlation with the persistence of the participation in learning and with the intention to persist learning, but dexterity in using systems do show meaningful correlation with the intention to persist learning(r(44) = .466, p < .01). Furthermore, dexterity in using systems can explain 21.7% of the intention to persist learning(β = .466, p = .001, R² = .217).

아함에 나타난 부정관과 번뇌의 관계

강명희(Kang Myunghee) 보조사상연구원 2011 보조사상 Vol.36 No.-

초기불교의 수행법은 37助道의 4念處와 不淨觀과 數息觀이 대표적이라고 할 수 있다. 그 중 부정관과 수식관은 아비달마에 이르면 수행입문의 두 관문이라고 정형화된다. 특히 부정관은 수식관 이전에 시설된 붓다의 초기 수행법으로 몸에 대한 탐욕과 음욕을 끊어내는 것에 초점이 맞추어져 있다. 붓다는 범부 중생이 현상계를 이해하는 데는 무엇보다도 현재 마음에 덮인 탐, 진, 치를 걷어내야만 가능하다고 보았으며, 부정관을 통하여 몸에 대한 강한 집착과 음욕을 떼어낼 수 있다고 보았다. 초기경전은 붓다가 다양한 방편으로 부정관을 시설하여 그 결과로 부정관을 수습한 수많은 비구들이 몸의 혐오상을 경험하고 죽은 일화를 기록하고 있다. 이 사건 이후에 부정관은 폐기되고 安那般那念(수식관)이 새로운 수행법으로 제시되는데, 수식관 이전의 부정관 수행법은 몸에 대한 욕심을 치유하는 데에 탁월하였다. 붓다는 마음의 해탈에 앞서 우선적으로 몸 관찰을 중심으로 하는 부정관을 설시한 것이고, 부정관을 통하여 몸의 탐욕과 음욕을 퇴치하고 싶어 했던 것이다. 본 논문은 부정관의 초기형태에서 나타나는 수행의 想과 그 得果(결과)를 4부 아함에서 살펴보고, 부정관 수행을 통하여 제거되는 번뇌들을 살펴보았다. 그 결과 초기의 부정관은 不淨想으로 기술되고 있었음을 알 수 있었고, 부정상은 사유의 방식 중의 하나임을 알 수 있었다. 특히 『잡아함』은 죽은 시신을 보고 관찰하는 9想觀과 해탈을 성숙시키는 5想이 혼합되어 諸想이 시설되고 있었음을 알 수 있었으며, 『증일아함』은 해탈을 성숙시키는 5想과 일부 9想觀이 결합되어 10상을 정형화 시키고 있었음을 알 수 있었다. 번뇌와의 관계에서는 부정관의 수행을 통해 3結이 끊어지고 탐진치의 근본번뇌가 엷어지며 苦際(苦邊)를 얻는다는 사실을 밝혀냈다. 특히 苦邊은 沙門果와 밀접하게 관계하고 있었으며, 간접적으로 몸의 해탈을 의미함을 알 수 있었으며, 몸의 해탈은 오개 중에서 탐욕개의 제거로 가능함도 알 수 있었다. Catvāri smṛti upasthāni(四念處), aśubha bhāvanā(不淨觀), and ānāpāna smṛti(數息觀) of the 37 kinds of bodhipākṣika(助道) are essential meditation practices in the early buddhism. In the Abhidhama literature, aśubha bhāvanā, and ānāpāna smṛti among them were fixed as the two gates into meditation practice. Especially, the practice way of aśubha bhāvanā which was explained before ānāpāna smṛti focuses on cutting sexual desire and the attachment to the body. Buddha see that the true understanding to the world is possible when people destroy rāga-dveṣa-moha(貪瞋痴) in his mind, and people are able to cut sexual desire and the attachment to the body by aśubha bhāvanā. The literature in early buddhism write that Buddha explains aśubha bhāvanā in many different ways, and many monks who misunderstand Buddha’s explain kill themselves after experiencing the uncleanness of the body by aśubha bhāvanā. After this case, aśubha bhāvanā is replaced by ānāpāna smṛti. But it is true that aśubha bhāvanā is very effective to destroy the attachment to the body. So, we can guess, Buddha would have explained aśubha bhāvanā the first of all, and by aśubha bhāvanā, intended to cut sexual desire and the attachment to the body of monks. This paper considers the ways and the effects of aśubha bhāvanā in early form in the 4 kinds of Chinese buddhist Āgama texts(四部阿含), and then inquires kliṣṭas(煩惱) which the meditator be able to destroy by aśubha bhāvanā. So, this paper have found that aśubha bhāvanā which is the form of uncleanness in the mind in early form is a kind of method of concentrating. Especially, this paper have found that the mixing between the meditation on the 9 kinds of changing and decaying forms of the dead body(九想觀) and the 5 objects of the buddhist meditation(五想) which help meditator’s nirvana is appearing in the Chinese Saṃyuktāgama texts, and the system of the 10 objects of the buddhist meditation(十想) which is the mixing between the 5 objects of the buddhist meditation and some parts of the 9 objects of the buddhist meditation is fixed in the Chinese Ecottarāgama texts. In case of relation to kliṣṭa, we can find that the practice of aśubha bhāvanā destroys the trisaṃyojana(三結), and weakens the fundamental kliṣṭas of rāga-dveṣa-moha, and can gain the end of suffering(duḥkasya antakriya, 苦際). This paper have found that the destroying of rāga-dveṣamoha and the trisaṃyojana, and the gaining of the end of suffering are the essential keys for going into the catvāri śramaṇaphalāni(四沙門果), and through practicing aśubha bhāvanā, we are able to gain the nirvana from the body, for which we must destroy the rāga nivaraṇa(貪慾蓋) among the 5 kinds of nivaraṇa.

네이버 밴드를 활용한 대학 팀 프로젝트 학습성과에 대한 자기조절학습능력과 공유정신모형의 예측력

강명희(Kang, Myunghee),김세영(Kim, Seyoung),윤성혜(Yoon, Seonghye),강주현(Kang, Joo Hyun) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.5

본 연구는 네이버 밴드를 활용한 대학 팀 프로젝트 학습성과에 영향을 미치는 요인을 규명하고자, 자기조절학습능력, 공유정신모형(과제관련, 팀원관련)을 예측변인으로 상정하여 이를 검증하였다. 대학생 69명이 18개 집단으로 구성되어 2015년 1학기 중 총 6주간 네이버 밴드를 활용하여 팀 프로젝트 학습을 수행하였다. 수집된 자료는 기술통계분석, 상관분석, 위계적 회귀분석 및 단순매개분석이 실시되었다. 연구결과, 팀원관련 공유정신모형이 만족도와 성취도를 유의하게 예측하는 것으로 나타났으며, 팀원관련 공유정신모형은 자기조절학습능력과 만족도, 자기조절학습능력과 성취도 사이를 매개하는 것으로 나타났다. 이를 기반으로 네이버 밴드를 활용한 대학 팀 프로젝트 학습을 설계하고 실행하는데 있어 시사점을 논의하였다. The purpose of the study was to investigate critical factors that influence learning outcomes in team project-based learning with Naver Band. Variables of self-regulated learning, shared mental mode(Task-SSM, Team-SSM) were chosen as critical predictors of the learning outcomes. 69 undergraduate students were divided into 18 groups and instructed to work on a team project using Naver Band for 6 weeks. Data analysis was completed using descriptive statistic analysis, correlation analysis, hierarchical regression analysis, and simple mediation analysis. The major results of the study are as follows: first, Team-SMM was the significant predictor of satisfaction and achievement. Second, Team-SMM mediated the relationship between (1) self-regulated learning and satisfaction, (2) self-regulated learning and achievement.

Troilus and Cressida : 여성의 이중적 죽음

강명희(Myunghee Kang) 한국셰익스피어학회 1997 셰익스피어 비평 Vol.31 No.1

혼합형 학습공동체에 참여한 원격대학생의 지각된 과제가치, 인지실재감, 학습성과 간의 구조 관계

강명희(Kang, Myunghee),유은조(Eunjo Yoo),한정선(Jungsun Hahn),류혜선(Hyesun You) 한국평생교육학회 2012 평생교육학연구 Vol.18 No.3

본 연구는 원격고등교육을 지원하기 위해 운영되는 혼합형 학습공동체에서 학습성과에 영향을 미치는 학습동기, 학습과정 변인의 직·간접 효과를 구조방정식 모형(Structural Equation Modeling)을 사용하여 규명하고자 하였다. 이를 위해 본 연구는 K 원격대학의 혼합형 학습공동체에 참여한 성인학습자 217명을 대상으로 학습동기 변인인 지각된 과제가치, 학습과정 변인인 인지실재감, 그리고 학습결과 변인인 학습성과를 상정하여 분석하였다. 연구 결과, 본 연구모형은 Hu와 Bentler(1999)의 적합도 기준을 충족하였고, 지각된 과제가치는 인지실재감에 직접적 영향을 미치었고, 인지실재감은 학습성과에 직접적인 영향을 미치었다. 또한 지각된 과제가치는 인지실재감을 매개로 하여 학습성과에 간접적인 영향을 미치는 것으로 분석되었다. 본 연구는 온라인 혹은 면대면 학습 환경에서 주로 논의되었던 학습동기 및 과정 변인의 예측력을 혼합형 학습공동체 상황에 적용하여 주요 학습 변인들 간의 관계를 규명하였고, 이로부터 원격고등교육을 지원하는 혼합형 학습공동체의 설계 및 실천 전략에 대한 시사점을 제언하였다. The purpose of this study is to provide a guidance in designing and implementing a blended learning community to support distance learning by investigating the factors related to a learning outcome. We have developed a structural model of perceived task value, cognitive presence, and learning outcome consisted with satisfaction and learning persistence. Data from self-report survey with 217 adult learners enrolled in K distance institution in Korea has been collected. The results based on the analysis of structural equation modeling using AMOS 18.0 showed that the hypothetical model has a good model fit verified on χ² test and RMSEA, TLI, CFI, NFI tests. The findings, therefore, indicated that perceived task value significantly affected cognitive presence and cognitive presence, in turn, significantly affected learning outcome. In addition, the indirect effect of task value on learning outcome with mediation of cognitive presence was verified. The contribution of the study would be the extended perspective of task value and its relationship with cognitive presence and learning outcome in blended learning context. This result could give a guideline in designing instructional strategies and in implementing an effective blended learning community.

자연과학계열 대학생의 학업지속의향과 진로준비행동에 영향을 미치는 사회적지지, 진로동기간의 구조관계 규명

강명희(Myunghee Kang),윤성혜(Seonghye Yoon),김도희(Dohee Kim),류다현(Da-Hyeon Ryoo) 한국진로교육학회 2016 진로교육연구 Vol.29 No.2

최근 우리나라에서는 미래성장동력을 창출하고 유지하기 위해 우수한 과학인력이 요구되고 있다. 그럼에도 불구하고 자연과학계열 대학생은 진로결정 과정에서 자연과학분야로의 진출을 기피하는 현상을 보이고 있어, 이들이 자연과학분야로 진로를 결정할 수 있도록 지원하는 방안이 모색되어야 한다. 이에 본 연구에서는 자연과학계열 대학생의 진로결정과 이에 영향을 미칠 수 있는 예측변인들 간의 구조적 관계를 실증적으로 규명함으로써, 자연과학계열 대학생의 진로지도를 위한 시사점을 얻고자 한다. 본 연구는 London(1983)의 진로동기이론(Career Motivation Theory)을 기반으로 하여, 모델에 포함되어 있는 진로결정 및 행동 관련 변인으로 학업지속의향과 진로준비행동을 상정하고, 이를 예측하는 변인으로 사회적지지와 진로동기를 선정하여 이들 간의 구조적 관계를 규명하고자 하였다. 이를 위해 A대학 자연과학계열 학생 152명을 대상으로 자료를 수집하여, 구조방정식 모형으로 분석한 결과, 사회적지지, 진로동기는 학업지속의향에 유의한 영향을 미쳤으며, 진로동기는 사회적지지와 학업지속 의향 간의 관계를 매개하였다. 또한 진로동기는 진로준비행동에 유의한 영향을 미치고, 사회적지지와 진로준비행동 사이를 매개하는 것으로 나타났다. 이를 바탕으로 자연과학계열 대학생들을 위한 진로지도에서 사회적지지, 진로동기를 향상시키기 위한 교육전략을 제안하였다. The necessity to foster excellent science manpower to create and maintain future growth has been emphasized in Korea recently. Nevertheless, natural science college students are continually reluctant to go into their major fields. In the process of making a career decision, the career-related study for natural science college students is required. This study tried to empirically investigate the structural relationship among career-related variables for natural science college students and obtain implications for their career education. Therefore, this study selected academic persistence intention and career preparation behavior as career decisions and behavior variables and social support and career motivation as predicting variables based on London’s (1983) Career Motivation Theory to investigate the structural relationship empirically. The data from 152 natural science majors at one college were collected and analyzed using the structural equation model. The results revealed that social support and career motivation had a significant effect on academic persistence intention, and career motivation mediated the relationship between social support and academic persistence intention. The study also revealed career motivation had a significant effect on career preparation behavior and mediated the social support with career preparation behavior. On the basis of this result, strategies for improving social support and career motivation in the career education for natural science college students were suggested.

웹기반 협력학습에서 학습자특성과 학습자 간 상호작용이 학습성과에 미치는 영향

강명희 ( Myunghee Kang ),엄소연 ( So Yeon Um ),이정민 ( Jeongmin Lee ) 한국교육공학회 2010 교육공학연구 Vol.26 No.3

Web-based Collaborative Learning (WBCL) is defined as a set of processes that help small group members to share and generate information together with Web resources to accomplish a specific common learning goal. Despite the benefits of WBCL, it is not necessarily effective for every learner, because effectiveness can differ according to each individual`s traits. Therefore, this study attempted to investigate the effects of personality traits (extraversion, agreeableness, conscientiousness) and self-efficacy as learner`s traits on interactions and outcomes in WBCL. For this study, Big Five Inventory (BFI), Motivated Strategies for Learning Questionnaire (MSLQ), interaction analysis tools (contents and social network analysis), achievement scores and an academic satisfaction questionnaire were used. Data were collected from 52 students who took an online course in a university located in Seoul, Korea and were analyzed by multiple regression analysis. As a result, agreeableness negatively predicted achievement, and conscientiousness negatively predicted satisfaction. Extraversion, however, did not predict achievement, self-efficacy did predict achievement and the frequency of interactions (sending and receiving relationship-oriented messages, sending task-oriented messages). The frequency of interaction mediates self-efficacy and achievement. Self-efficacy did predict satisfaction as well, but the frequency of interaction did not mediate self-efficacy and satisfaction. These results showed that learners`traits and interactions influence WBCL outcomes. In conclusion, this study suggests that the WBCL system should be designed to accommodate different personality and motivational traits to promote greater interaction between learners.

웹기반 프로젝트 학습에서 학습실제성, 학습동기, 성취도 간의 관계 규명

강명희 ( Myunghee Kang ),윤희정 ( Heejung Yoon ),김지심 ( Jisim Kim ),김혜선 ( Hyesun Kim ) 한국교육공학회 2008 교육공학연구 Vol.24 No.3

The purpose of the present study was to examine the relationship among learning authenticity, learner motivation, and performance. Participants were 68 undergraduate students who enrolled in a web-based PBL(Project Based Learning) course at a university in Korea. The project lasted for 5 weeks as they planned, conducted, presented, and evaluated their project collaboratively. The results showed that 1) learning authenticity predicted learning motivation(β =.672, p<.05) and performance(β=.554, p<.05): task authenticity and resource authenticity predicted learners` task value, resource authenticity predicted the attribution and self-efficacy, task authenticity predicted team performance, and resource authenticity predicted discussion performance and perceived performance, 2) learning motivation predicted performance(β=.583, p<.05): learners` task value predicted perceived performance and self-efficacy predicted discussion performance and perceived performance, 3) learning authenticity affected performance via learning motivation. More specifically, task value and self-efficacy are mediated variables as resource authenticity predicted perceived performance. Based on findings, present study suggested some implications for designing authenticity in a web-based project learning.