비대면 공학교육에서 공개 및 실명 여부에 따른 학습자 질문 방식의 전략과 효과에 관한 연구

홍수민,김한휘,임철일,임영섭 한국공학교육학회 2022 공학교육연구 Vol.25 No.3

Students' questions are essential and important for learning, but previous research and experience of instructors shows that there is a lack of interaction between instructors and students in online classes. This research studies how learners can effectively ask questions in online classes at engineering colleges. Based on two axes of anonymity and openness, the four different types of questioning methods were suggested as 'onymous/public', 'onymous/private', 'anonymous/public' and 'anonymous/private.' In this study, seven communication channels were applied to check their effectiveness in an online class. The results showed that learners' satisfaction with learning outcomes increased compared to previous offline classes, while satisfaction with teaching methods was similar. Additionally, among the four types of questioning methods, the preference and effectiveness of 'anonymous/public' was highest, followed by 'onymous/private'. This study suggests several implications of educational approaches to online education in engineering colleges.

공학교육에서 학습자 질문 촉진을 위한 온라인 소통 창구의 활용과 효과에 관한 연구

홍수민,유재혁,김한휘,임영섭,임철일 한국공학교육학회 2023 공학교육연구 Vol.26 No.4

In engineering education, stimulating students' questions and encouraging learning participation are crucial for achieving higher-order thinking abilities. This study aims to investigate the use and effect of an online communication channel in fostering engineering students' questioning abilities. Consequently, in this research, we gauged students' satisfaction with an engineering class that implemented a communication channel, and scrutinized the changes in their perceptions regarding the significance of questions, their engagement in learning, and their academic self-efficacy. In addition, we interviewed the students who participated in the class. The outcomes are as follows: Firstly, student satisfaction improved compared to the previous semester’s class where the communication channel was not utilized. Secondly, learners' understanding of the importance of asking questions positively escalated, alongside their actual frequency of posing questions. Thirdly, there was an improvement in learners' active engagement in their studies and their academic self-confidence. The findings of this research suggest that communication channels should be employed to motivate learners to pose questions and involve students in effective learning.

예비교원의 원격교육역량 향상을 위한 교원양성대학의 교과목 개선 사례 연구

임철일,고보경,김한휘,유재혁 한국열린교육학회 2023 열린교육연구 Vol.31 No.5

The COVID-19 pandemic has underscored the need for emergency distance education in the classroom and heightened the demand for remote teaching competencies in pre-service teachers. However, systematic training for pre-service teachers is still lacking. This study aimed to explore and analyze comprehensive course improvements for enhancing remote teaching competencies of prospective teachers. We examined ten courses offered in 2022 at S University's College of Education in Seoul. Through interviews with professors, course improvement needs were identified and suggestions were derived based on the course syllabi. The study resulted in five directions for course improvement: 1) introduction of future-oriented teaching methods, 2) assignment of content creation for online learning, 3) provision of special lectures by in-service teachers, 4) establishment of distance education environments, and 5) implementation of edtech workshops. After applying these measures to the ten courses, all showed significant improvements in remote teaching competencies. Additionally, the author conducted in-depth interviews with course instructors to gather their perceptions of the course improvement process. The resulting qualitative analysis is presented here. This research presents suggestions for curricular and extracurricular interventions to enhance remote teaching competencies in teacher training colleges by proposing strategies for curriculum improvement. As a result, significant discussions and implications for course design and operation have been derived.

대학교육에서 하이브리드 학습 운영을 위한 개념 모형 및 교수설계전략 개발 연구

임철일 ( Lim Cheolil ),홍수민 ( Hong Sumin ),임은선 ( Lim Eunseon ),박성경 ( Park Sungkyung ),김한휘 ( Kim Honey ),한형종 ( Han Hyeongjong ) 한국교육정보미디어학회 2023 교육정보미디어연구 Vol.29 No.4

하이브리드 학습은 물리적 공간과 가상의 공간에서 동시에 수업이 이루어지며, 학습자에게 선택권을 부여하기에 학습권 보장과 교육의 질 향상을 위하여 시도되고 있다. 실제 대학의 교수학습 현장에서는 물리적 환경 구축, 동등한 학습경험 제공, 상호작용 등의 수업 운영에 어려움이 있음을 확인하였다. 이에 본 연구는 대학교육에서 효과적인 하이브리드 학습을 위하여 구성요소를 도출하고, 교수설계 전략 개발을 목적으로 한다. 연구 방법은 설계개발연구방법론을 적용하여 선행 문헌 분석과 전문가 면담을 통해 요구분석을 실시하여 초기 모형과 전략을 도출하고, 두 차례의 내적 타당화를 거쳐 최종 대학교육에서 하이브리드 학습 운영을 위한 개념 모형과 설계 전략을 도출하였다. 연구 결과 하이브리드 학습의 구성요소로 교육학적 지식, 물리적인 환경과 가상 공간(오프라인, 온라인 공간), 학습자 경험, 그리고 기술을 도출하였으며, 교수설계 전략은 수업의 단계를 학기 전, 중, 후로 구분하여 하위 요소를 제시하였다. 최종적으로 교수설계 전략은 학기 전에는 수업 목표 설정, 환경 점검 등 4단계와 15개의 하위 전략, 학기 중에는 하이브리드 강의 계획 안내, 수업 중 전략 적용 등 3단계와 17개의 하위 전략, 학기 후에는 하이브리드 학습의 환경 평가, 개선사항 분석의 1단계와 6개의 하위 전략으로 구성된다. 이를 통해 하이브리드 학습을 효과적으로 운영하기 위해서는 수업 장소의 결합만으로 충분하지 않으며 교육학적 지식을 기반으로 학습자의 공간과 학습 경험, 기술을 고려하여 설계되어야 함을 확인하였다. 더불어 본 연구는 하이브리드 공간 설계에 대한 종합적 탐색의 필요성과 교수자들이 대학교육에서 체계적으로 하이브리드 학습 설계를 위한 지식 체계를 제시한 점에서 의의가 있다. Hybrid learning provides online and offline learning simultaneously and gives learners a choice, so it is attempted to ensure learning rights and improve the quality of education. However, there are difficulties in hybrid classes in university such as building a physical environment and providing equal learning experience, and interaction. Therefore, this study aims to derive components for effective hybrid learning in higher education and develop instructional design strategies. In this study, the design development research methodology was applied to derive initial models and strategies through literature analysis and needs analysis. After validation, the conceptual model and design strategy were constructed. The research results identified pedagogical knowledge, physical environment and virtual space (offline and online), learner experience, and technology as the components of hybrid learning, and the instructional design strategy presented sub-components by categorizing the stages as before, during, and after the semester. Finally, the instructional design strategy consists of 4 stages and 15 sub-strategies before the semester, 3 stages and 17 sub-strategies during the semester, and 1st stage and 6 sub-strategies after the semester. The results showed that when making hybrid learning effective must be designed based on pedagogical knowledge and taking into account learners' space, learning experience, and technology. Furthermore, it is significant in that it shows the need for a comprehensive exploration of hybrid space design and the knowledge framework for instructors to systematically design hybrid learning in higher education.

에듀테크 기반의 융합 수업설계 원리 개발

김민지(Minji Kim),이다연(Dayeon Lee),임은선(Eunseon Lim),김한휘(Honey Kim) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.7

목적 본 연구는 에듀테크를 기반으로 하는 융합 수업을 체계적으로 설계하기 위한 수업설계 원리를 개발하고자 하였다. 방법 설계⋅개발 연구방법을 적용하여 먼저 선행연구 고찰을 통해 초기 수업설계 원리를 개발하였다. 이에 대한 세 차례의 전문가 타당화 및 현장 적용을 통해 타당성을 확인하고 이를 반영하여 최종 수업설계 원리를 개발하였다. 결과 최종적으로 1) 교육과정 분석, 2) 문제 설정, 3) 에듀테크 선정, 4) 학습자 참여, 5) 스캐폴딩 제공, 6) 성찰 안내 및 지원, 7) 평가 실시의 7개의 설계 요소를 도출하고 17개의 설계 원리와 57개의 하위 상세 지침을 개발하였다. 개발된 설계원리를 반영하여 ‘VR 가상 전시관 만들기’ 수업을 설계하고 인천 소재의 I초등학교 5학년 42명에게 적용하였다. 사용자의 반응을 확인하기 위하여 만족도 설문을 실시한 결과는 평균 4.53로 높은 만족도를 보였다. 결론 본 연구는 수업 맥락에 따라서 적합한 에듀테크를 어떻게 활용하여 융합 수업을 설계하고 적용할 수 있을지에 대한 구체적인 지침을 제공하였다는 점에서 의의가 있다. Objectives This study aimed to develop the instructional design principles for designing systematic convergence education using EduTech. Methods Through the application of a design and development research methodology, design principles were developed by conducting a literature review, three times expert valiation, and field application. Results We derived seven design elements, including 1) curriculum analysis, 2) problem setting, 3) edutech selection, 4) learner participation, 5) scaffolding provision, 6) reflection guidance and support, and 7) evaluation implementation, along with 17 design principles and 57 guidelines. We applied the insturctional design principles to a “VR virtual exhibition hall creation” class. fourty two 5th grade students of I Elementary School in Incheon participated. The satisfaction survey results showed 4.53, indicating high satisfaction. Conclusions The significance of this study lies in providing concrete guidelines on how to use appropriate Edutech to design the convergence education in accordance with the context of the class.

다중 작업 학습과 Focal Loss를 활용한 혐오 표현 탐지

윤한결(Hangyeol Yoon),양주원(Juwon Yang),최우찬(Woochan Choi),김한휘(Hanhwi Kim) 한국정보과학회 2023 한국정보과학회 학술발표논문집 Vol.2023 No.12