교육소외 청소년의 교육포부에 영향을 미치는 교수학습 요인에 관한 다층모형 분석

나은창 교육비평 2023 교육비평 Vol.- No.53

The purpose of this study was to analyze the factors that affect the educational aspirations of underprivileged youth. Data from the 2020 Samsung Dream Scholarship Foundation's longitudinal study of underprivileged children and adolescents was utilized, and a multilevel model was employed for the analysis. The results revealed the following: First, the average educational aspiration level of underprivileged youth is college graduation and university graduation. Customized education that can increase educational aspiration along with technical job-related career content focused on practical skills and practice is needed. Second, since the measured level of realistic educational aspiration is lower than the overall level of educational aspiration, it is crucial to provide various teaching and learning activities that can enhance the realism of these aspirations. Third, it's essential to incorporate educational activities that enhance students' self-directed learning capacities and provide strong support for teacher education to improve teacher competencies. These findings are significant as they not only identify factors that infleunce traditional educational ambition but also expand upon areas such as aspiration orientation, realism, and discrepancies. The insights provided hold considerable implications for self-directed learning, teacher proficiency, and the positive perception of learning centers.

대학생의 동료 튜터링 프로그램 참여와 학업성취 수준에 따른 자아효능감, 학습동기 및 자기주도학습 능력 차이 분석

나은창 충남대학교 교육연구소 2023 교육연구논총 Vol.44 No.2

The aim of this study is to analyze the differences in university students’ self-efficacy, learning motivation, and self-directed learning according to their participation in peer tutoring program and their level of academic achievement. A total of 138 university students were divided into several tutoring participation and academic achievement levels. Self-efficacy, learning motivation, and self-directed learning scores were measured. First, the average scores for self-efficacy, learning motivation, and self-directed learning of the group participating in tutoring were higher than those of the non-participating group. This indicates that universities improve not only academic achievement, but also motivation, self-efficacy, and self-directed learning. Second, self-efficacy, learning motivation, and self-directed learning scores were directly correlated with level of academic achievement. Third, the level of academic achievement and tutoring participation in self-directed learning had an interactive effect. These results suggest that self-directed learning skills can be improved through tutoring activities that allow colleagues or students to share, teach, and learn information, as opposed to simply engaging in individual learning. This study is significant in that it confirmed the effectiveness of the tutoring program according to the level of academic achievement. The present study’s research results confirmed the effectiveness of tutoring according to the level of academic achievement and suggested that tutoring can improve self-efficacy, learning motivation, and self-directed learning. 본 연구는 대학생의 튜터링 참여 여부와 학업성취 수준에 따라 자아효능감, 학습동기, 자기주도학습 능력의 효과성에 대한 집단 간 차이를 분석하는 데 목적이 있다. 이를 위해 A대학 재학생 138명을 튜터링 참여 여부와 학업성취 수준으로 구분하여 자아효능감, 학습동기, 자기주도학습 능력 점수를 측정하였다. 연구결과를 제시하면 다음과 같다. 첫째, 튜터링 참여집단의 자아효능감, 학습동기, 자기주도학습 능력의 평균 점수가 튜터링 미참여 집단보다 높게 나타났으며 집단 간 차이는 통계적으로 유의하였다. 따라서 대학에서는 학업성취도 뿐만 아니라 학생들의 학습동기와 자아효능감을 향상하는 동시에 자기주도적인 역량을 높여주려는 노력이 중요함을 알 수 있다. 둘째, 학업성취 수준에 따른 자아효능감, 학습동기, 자기주도학습 능력 점수는 학업성취 수준 상집단, 중집단, 하집단 순으로 높게 나타났으며 집단 간 차이는 통계적으로 유의하였다. 셋째, 학업성취 수준에 대한 자기주도학습 능력의 평균 차이는 튜터링 참여에 따라 상호작용 효과가 있는 것을 확인하였다. 이러한 결과는 개별학습보다는 동료 및 선·후배 간의 학습정보를 공유하고 가르치고 배우는 튜터링 활동을 통해서 자기주도학습 능력이 향상될 수 있음을 시사한다. 이상의 연구 결과에서 본 연구는 튜터링의 학업성취 수준에 따라 효과성을 확인하였다는 점에서 의의가 있으며, 튜터링을 활용한 학습이 자아효능감, 학습동기, 자기주도학습 능력을 향상할 수 있다는 시사점을 제시하였다.

의식적 역량학습 모델에 따른 대학 비교과 교육과정 체계 개발

나은창,박상우 인문사회 21 2023 인문사회 21 Vol.14 No.2

The aim of this study is to develop a extra-curriculum system of university applying a conscious competency learning model. The university extra-curriculum system was finally developed through discussion of experts in the university through literature analysis and validation work through review of external experts. A four-stage university extra-curriculum system model was finally established by applying the two dimensions of consciousness and competency and the concept of knowledge sharing. In conclusion, according to the conscious competency learning model, the extra-curriculum system was established by developing it in the form of ‘competency awareness, competency strengthening, competency application, and competency sharing.’ It is necessary to actually apply the university’s extra-curriculum system developed in this study, and active support from the university’s administration and finance is required.

이중자극 유형과 스캐폴딩이 대학생의 자발적 사고와 문제해결력에 미치는 영향

나은창,김회수 한국교육공학회 2023 교육공학연구 Vol.39 No.2

This study seeks to verify the influence of double stimulation types and scaffolding on university students’ volitional thinking and problem-solving skills. Double stimulation is a tool that enhances a learner’s volitional thinking. A total of 70 university students were separated by three experimental groups and one control group, and their task was to plan to solve the problems of today’s democratic civil society based on the contents of the French Revolution. While double stimulation is not directly linked to the French Revolution, it acts as a hint to promote volitional thinking to resolve the said issues. The contents of the Donghak Peasant Movement were presented as double stimulation. Findings showed higher scores by the double stimulation group in both voluntary thinking and problem-solving skills as opposed to the scaffolding group, and these results were statistically significant. However, this study could not confirm the results for volitional thinking and problem-solving scores in the representation and exploration evaluation stages according to the type of double stimulation. These findings are meaningful in that they indicate that double stimulation does not change the learner according to the instructor’s strategy but rather can be used as an intervention framework for solving problems independently. This research provides several implications in terms of double stimulation teaching strategies and media development within the learner’s problem-solving process.

메타버스를 활용한 학습공동체 활동이 대학생의 메타버스 리터러시와 학습몰입도에 미치는 영향

나은창 연세대학교 교육연구소 2024 미래교육학연구 Vol.37 No.1

The aim of this study was to analyze the metaverse literacy and learning immersion. We examined the metaverse literacy of 22 university students. We analyzed the significant variables that affected the effectiveness of their learning commitment. We also investigated the differences in learning commitment based on the levels of metaverse literacy and analyzed learning activities. The study’s results revealed the following: First, there was a noticeable improvement in metaverse literacy, which included aspects such as self-identity, self-learning, digital communication, and virtual collaboration. Second, virtual collaboration and digital communication had a significant influence on learning immersion. Third, the higher the metaverse literacy level, the deeper the learning immersion experienced by the students. Fourth, within the metaverse environment, learners engaged in immersive activities and discussions. This study is pivotal as it gauges the effectiveness of community learning activities conducted within the metaverse by linking them with both metaverse literacy and learning immersion.

대학의 원격교육 질 향상을 위한 교수자 역량 및 요구도 분석

나은창 인문사회 21 2023 인문사회 21 Vol.14 No.3

The aim of this study is to analyze the needs by deriving instructor competency to improve the quality of distance education and analyzing the needs. After drawing a draft of the competency of distance education instructors through literature analysis, validation work was conducted through exploratory factor analysis, and the priority of competency was selected. Nine variables appeared as instructor competencies, followed by “application of teaching methods and strategies”, “setting learning goals”, and “ability to utilize media.” Instructor competencies that strengthen teaching methods and strategies, learning goals, and media utilization skills are required. and it is necessary to apply a environment that reflects these needs. In the future, it is necessary to conduct follow-up studies on the competency model that can strengthen the competencies derived from this study.

ChatGPT를 활용한 대학생의 글쓰기 학습에서 메타인지 활용 전략이 글쓰기 과제 성취도와 자기주도학습 능력에 영향을 주는 차이 분석

나은창(Eun Chang Na) 전남대학교 교육문제연구소 2024 교육연구 Vol.46 No.1

본 연구는 ChatGPT를 활용한 대학생의 글쓰기 학습에서 메타인지 활용 전략이 글쓰기 과제 성취도와 자기주도학습 능력에 미치는 차이를 분석하는 것에 있다. 메타인지 활용 전략은 ChatGPT가 제시한 정보들을 비교・대조하고 조직화하는 학습의 성찰을 촉진하는 전략이다. 이를 위해 J도 A 대학생70명을 ChatGPT 활용 집단, ChatGPT+ 메타인지 활용 전략 집단, 통제집단으로 구분하여 실험 연구하였다. 연구결과는 다음과 같다, 첫째, ChatGPT 활용 집단이 미활용 집단보다 글쓰기 과제 성취도와 자기주도학습 능력에서 유의미하게 높게 나타났다. 둘째, ChatGPT와 메타인지 활용 전략을 함께 제공한 집단이 ChatGPT만 활용한 집단보다 글쓰기 과제 성취도 점수가 유의미하게 높게 나타났다. 셋째, 글쓰기 과제 성취도에 정적인 영향을 주는 메타인지 변수는 자기평가, 확인 및 수정하기로나타났다, 넷째, 메타인지 사전x사후 분석결과 주의집중, 조직화, 내용 모니터링 순으로 유의한 향상을 보였다. 본 연구는 ChatGPT를 메타인지 활용 전략과 연계하여 집단 간 글쓰기 과제 성취도와 자기주도학습 능력을 실증적으로 검증하여 분석하였다는 점에서 교육적 의의가 있으며, ChatGPT를 활용한 글쓰기 교육에서 메타인지의 중요성을 확인하였다는 점에서 시사점이 있다 The purpose of this study is to analyze the difference between writing task achievement and self-directed learning ability. The metacognitive utilization strategy involves comparing, contrasting, and organizing the information provided by ChatGPT to facilitate reflective learning. A conducted an experimental study with 70 participants from University, divided into three groups: a group utilizing ChatGPT, a group utilizing ChatGPT along with metacognitive strategies, and a control group. The research results are as follows. First, the ChatGPT-using group was significantly higher in writing task achievement and self-directed learning ability than the non-using the ChatGPT group. Second, the group that provided both ChatGPT and metacognition utilization strategies showed significantly higher writing task achievement scores than the group that provided only ChatGPT. Third, the metacognitive variables that positively affect the writing task achievement were found to be self-evaluation, checking and correcting. Fourth, the pre and post-analysis of metacognition revealed significant improvements in attention regulation, organization, and content monitoring. This study holds educational significance in empirically verifying the difference in writing task achievement and self-directed learning abilities among groups by integrating ChatGPT with metacognitive utilization strategies.

대학 조직역량의 문화역사적 활동체제 분석: A대학 행정조직 사례 중심으로

나은창 ( Eunchang Na ),김회수 ( Hoisoo Kim ) 한국교육공학회 2020 교육공학연구 Vol.36 No.2

본 연구는 우수 수행자의 개인 특성과 직무를 분석하여 역량을 도출하는 개인 차원의 역량에서 벗어나 활동이론 관점에서 조직역량이 발휘되는 다양한 요소와 모순을 분석하여 수정 발전해 가는 체제 속에서 나타나는 조직역량의 시사점을 제시하는데 목적이 있다. 이를 위해 A대학 B부서를 대상으로 참여관찰과 심층면담을 수행하였다. 연구결과 A대학 B부서의 구성요소는 주체(행정직원), 객체(직무수행), 도구(역량강화교육프로그램, 정보전산시스템, 예산 및 재정), 분업(사무분장을 통한 실무, 실무간 협업), 공동체(B부서), 규칙(대학의 규정)으로 활동체제를 구성하고 있었다. 모순은 개인만을 변화시키려는 역량 인식, 교육만을 강조하는 역량강화정책, 시스템과 예산의 부족, 규정 내용과 직무수행 간의 불일치, 상의하달식의 의사소통, B부서와 학과 사이 갈등으로 나타났다. 본 연구결과를 바탕으로 조직역량에 대하여 몇 가지 시사점을 제시하였다. 첫째, 조직역량은 ‘개인’만으로 발휘되는 것이 아니라, 주체들이 도구를 매개로 다양한 과업을 수행하고, 규칙, 분업, 공동체등과 연결되어 조직적 차원의 체제적 관점에서 역량이 발현됨을 의미한다. 둘째, 조직역량은 조직의 문제점을 개선하고자 개인에게 지식을 주입하거나 교육을 하는 것에서 더 나아가, 변화를 지향하는 조직 체제와 이전의 체제 간의 격차를 줄여가는 과정을 통해 조직의 역량이 강화될 수 있을 것이다. 이처럼 활동이론 관점에서 조직역량은 조직의 학습과 역량에 새로운 시사점을 줄 수 있으며, 현장에서 조직역량을 분석하는 이론적 틀로서 접근방법을 확대시킬 수 있다는 점에서 의의가 있다. The purpose of this study is to analyze the various factors and contradictions in which organizational competencies are exercised from the perspective of activity theory. To this end, B departments of private A university was selected. According to the study, the components of the B department’s organization consisted of the subject(administrative staff), object(work performance), tools(education programs, computing systems, budget), rules(university regulations), division of labor(practical work and collaboration), communities(department B). Major Contradictions were the recognition of competency to change only individuals, the competence-building policy that emphasizes education, the lack of systems and budgets, the gap between the contents of regulations and job performance, the top-down communication, and the conflict between department B and other departments. Based on these findings, several implications were presented for organizational competence First, organizational competence is not only exercised by ‘individual’ but also by performing various tasks through the medium of tools and connected with rules, division of labor, community, etc. Second, organizational competence may be enhanced through the process of the change-oriented organizational system, in stead of injecting knowledge into or educating individuals to improve organizational problems. In this way, organizational competencies can give new implications to the learning and competency of an organization. it is meaningful in that it can expand the approach as a theoretical framework for analyzing organizational competencies in the field.

학습자 중심 수업에서 강의계획 적절성과 학습역량 관계에서 학습자 맞춤형 교육의 매개효과 분석

나은창(EunChang Na) 한국정치사회연구소 2024 한국과 국제사회 Vol.8 No.2

활동이론 관점에서 교수학습매체의 선택과 개발의 연구방향 탐색

나은창(Eunchang Na),김회수(Hoisoo Kim) 전남대학교 교육문제연구소 2020 교육연구 Vol.42 No.1

이 연구에서는 교수학습 매체에 대한 속성의 다양한 쟁점을 살펴보고, 활동이론 관점에서 교수학습매체의 선택과 개발, 연구의 나아가아 할 방향을 탐색하는데 목적이 있다. 활동이론 관점에서 교수학습 매체의 지향점을 제시하면 다음과 같다. 첫째, 매체는 교수학습의 활동체제를 분리하여 매체만 따로 떼어놓아 학습효과를 논의할 수 없다. 즉, 매체는 교수학습의 활동체제와 변증법적 관계를 가지며 서로 발전적 변화를 추구하므로 교수학습에의 다양한 맥락과 상호작용을 고려한 매체 연구가 강화되어야 할 것이다. 둘째, 문화역사적 활동의 산물로서 가치가 있는 매체의 선택과 활용이 중요하다. 매체가 사람들의 실천과 그들의 이데올로기적 제도에서 어떻게 종속되고 어떤 환경에서 살아가는지 등의 역사 문화적 활동에 대해 깊이 있게 연구가 이루어져 매체가 교수학습 현장에서 의미 있게 활용할 수 있도록 개발되어야 할 것이다. 셋째, 학습자의 고등사고를 촉진하는 매체의 선택과 개발이 이루어져야 한다. 단순히 매체의 속성이 학습의 효과성만을 논의하는 것이 아니라, 매체가 학습자의 고등사고를 촉진시켜 근접발달영역 내의 잠재적 발달수준에 도달하게 하는 것에 초점을 맞추어야 할 것이다. 넷째, 매체는 교수학습의 활동체제의 모순을 극복하여 학습자의 고등사고를 이끌어내는 미래지향적인 가치관을 지녀야 한다. 교수학습 상황에서 매체에만 국한되어 있지 않고 매체와 학습과 관련된 모순들을 다 찾아서, 모순들의 해결을 통해 매체는 미래지향적으로 나아갈 수 있을 것이다. 결론적으로 활동이론 관점에서 매체는 교수학습의 활동체제에서 다양한 상호작용을 통해 발생한 모순을 끊임없이 개선하는 변증법적 관계를 통해 확장이 이루어질 수 있다. 따라서 교수학습 매체는 궁극적으로 단순한 전달도구가 아닌 문화역사적으로 의미가 있는 도구로서 학습자의 고등사고를 촉진할 수 있도록 나아가야 할 필요성이 있다. The purpose of this study is to examine various issues of the attributes of teaching and learning media, and to explore the direction of teaching and learning media in terms of activity theory. The direction of teaching and learning media should be suggested as follows. First, media research that considering the various interactions of the activity system should be strengthened. The learning effects cannot be discussed by separating the media and the teaching and learning system. Second, the role of the media as a product of cultural and historical activities should be strengthened. Therefore, it is necessary to study in depth the history and cultural activities such as how people live in the cultural and historical perspective and how they live in their ideological institutions and in what circumstances. Third, media development should be made to promote learners higher thinking. Interpreting the media from the point of view of activity theory critically looks at Clark and Kozmar s debate. It is not just whether the nature of the medium affects the effectiveness of learning, but rather that the medium should focus on promoting learners higher thinking to reach potential developmental levels within the ZPD. Therefore, there is a need for research on teaching and learning media that enables learners to achieve higher thinking. Fourth, we must pursue the development of future-oriented teaching and learning media that evolve through contradictions. In the context of teaching-learning, it is possible to find all the contradictions related to the medium and learning, and to solve the contradictions and to evolve and move forward. Therefore, research of teaching and learning media aims at the development of media through various interactions and contradictions from the viewpoint of activity theory, and ultimately, media can lead to higher thinking of learners.