실시간 온라인 수업에서 학습자 참여 모니터링을 위한 교수자용 대시보드 설계 연구

류다현,김동심 한국컴퓨터교육학회 2025 컴퓨터교육학회 논문지 Vol.28 No.7

본 연구는 실시간 온라인 수업 지원을 위한 SOEFS(Synchronous Online Education Feedback System) 교수자용 대시보드를 개발하는데 목적이 있다. 먼저, 실시간 온라인 수업 시스템의 주요 구성 요소 등을 문헌 고찰을 통해 정리하고, 이를 기반으로 SOEFS 교수자용 초기 대시보드를 설계하였다. 이후, 다양한 전공과 실시간 온라인 수업 경험을 가진 교수자 4 인을 대상으로 인터뷰를 실시하여, 대시보드의 유용성, 이해 용이성, 학습성과 기여 가능성, 우려되는 점 등에 대한 의견을 수집하고 분석하였다. 인터뷰 결과, SOEFS 교수자용 대시보 드는 학습자의 참여 상태를 직관적으로 파악하고, 즉각적인 피드백 제공을 지원하여 교수자 의 수업 관리 부담을 경감시킬 수 있는 것으로 나타났다. 또한 실시간 수업 중 학습자의 몰입 상태와 학습성과를 체계적으로 모니터링할 수 있어, 실시간 온라인 수업 운영의 효율성과 학 습자 지원 효과를 높이는 데 기여할 수 있음을 확인하였다. 본 연구는 실시간 온라인 수업 환 경에서 교수자 지원을 위한 실질적이고 타당한 시스템 개발의 기초자료를 제공하며, 향후 다 양한 수업 유형과 교수자의 요구를 반영한 시스템 고도화 연구의 필요성을 제안하였다. This study aims to develop an instructor dashboard for the SOEFS (Synchronous Online Education Feedback System) to support synchronous online education. First, the main components of synchronous online education systems were reviewed through a literature analysis, and an initial SOEFS instructor dashboard was designed based on the findings. Subsequently, interviews were conducted with four instructors from various disciplines who had experience with synchronous online teaching, to collect and analyze their opinions regarding the dashboard’s usefulness, ease of understanding, potential contribution to learning outcomes, and concerns. The interview results indicated that the SOEFS instructor dashboard enables intuitive monitoring of students’ engagement and supports the provision of immediate feedback, thereby reducing the instructional management burden for instructors. In addition, the dashboard was found to contribute to enhancing the efficiency of class operations and improving learner support by systematically tracking students’ engagement and learning performance during synchronous sessions. This study provides a foundation for the development of practical and validated support systems for instructors in synchronous online education environments and highlights the need for future research to advance system features based on diverse instructional types and instructor needs.

Dual Role of Other-Condemning Emotions in Digital Feminist Movements: Evidence from Korean Twitter Discourse (2018-2023)

류다현,이원재 한국사회학회 2024 한국사회학회 사회학대회 논문집 Vol.2024 No.12

고등학생의 학업스트레스와 비자살적 자해의 관계에서 우울, 불안의 매개효과와 사회적지지의 조절된 매개효과

류다현,김규리 학습자중심교과교육학회 2025 학습자중심교과교육연구 Vol.25 No.4

목적 본 연구는 고등학생의 학업스트레스와 비자살적 자해의 관계에서 우울, 불안의 매개효과 및 사회적지지의 조절된 매개효과검증을 통해 고등학생의 비자살적 자해를 줄이고 예방하는 데 목적이 있다. 방법 대구, 포항, 울산 소재의 5개 고등학교와 1개의 입시전문학원에서 고등학생 500명 중 연구참여에 동의한 383명을 대상으로학업스트레스, 우울, 불안, 비자살적자해, 사회적지지를 측정하였다. 그 중 비자살적 자해의 경험이 있다고 응답한 195명에 대하여SPSS, 29.0과 AMOS, 28.0을 활용하여, 빈도분석, 신뢰도분석(Cronbach’ α), 기술통계, 상관분석, 확인적요인분석(CFA)을 실시하였고, 연구모형의 각 경로를 확인하기 위해 구조모형분석, 우울, 불안의 매개효과를 확인하기 위해 매개모형분석, 사회적지지의조절된 매개효과를 확인하기 위해 다집단분석을 실시하였다. 결과 첫째, 학업스트레스와 비자살적 자해의 관계에서 우울, 불안의 단일매개효과는 나타나지 않았고, 우울, 불안의 순차적 이중매개효과는 유의미하였다. 둘째, 학업스트레스와 비자살적 자해의 관계에서 불안이 비자살적 자해에 미치는 영향을 사회적지지가 조절하였다. 셋째, 학업스트레스, 우울, 불안, 비자살적 자해의 구조적 관계에서 불안의 단일매개경로와 우울, 불안 순의 이중매개 경로에서 사회적지지의 조절된 매개효과가 유의하였다. 결론 고등학생의 학업스트레스와 비자살적 자해의 관계에서 불안 정서가 위험요인, 사회적지지가 보호요인이자 조절요인임을 확인하였으며, 이는 고등학생의 학업스트레스로 인한 비자살적 자해를 줄이고 예방하기 위해서는 고등학생의 불안을 감소시키고 사회적지지를 넓힐 수 있는 다양한 방안이 필요함을 시사한다. Objectives This study aims to reduce and prevent non-suicidal self-injury in adolescents by verifying the media ting effects of depression and anxiety and the moderated mediating effects of social support in the relationship between academic stress and non-suicidal self-injury in High school students. Methods Academic stress, depression, anxiety, non-suicidal self-injury, and social support were measured among 383 students who agreed to participate in the study, out of a total of 500 high school students from five high schools and one college preparatory academy located in Daegu, Pohang, and Ulsan.. Frequency analysis, reli ability analysis (Cronbach’ α), descriptive statistics, correlation analysis, and confirmatory factor analysis (CFA) were conducted with 195 students who responded that they had experienced non-suicidal self-injury among the foregoing 383 high school students using SPSS 29.0 and AMOS 28.0. Structural model analysis was conducted to identify each pathway, mediation model analysis was conducted to identify the mediating effects of depression and anxiety, and multi-group analysis was conducted to identify the moderated mediating effects of social support. Results First, in the relationship between academic stress and non-suicidal self-injury, no single mediating effect of depression and anxiety appeared, and the sequential double mediating effects of depression and anxiety were significant. Second, in the relationship between academic stress and non-suicidal self-injury, social support moderated the effect of anxiety on non-suicidal self-injury. Third, in the structural relationship between academic stress, depression, anxiety, and non-suicidal self-injury, the moderated mediating effect of social support was significant in the single mediation pathway of anxiety and the double mediation pathway of depression and anxiety. Conclusions It was verified that anxiety emotion was a risk factor and social support was a protective factor and moderating factor in the relationship between academic stress and non-suicidal self-injury in adolescents. This suggests that various measures that can reduce adolescents’ anxiety and expand social support are necessary to reduce and prevent non-suicidal self-injury due to academic stress in adolescents.

예비교원의 비교과활동 및 사고력 중심 학습활동 참여가 STEAM 교수역량에 미치는 영향

류다현,소효정 이화여자대학교 교과교육연구소 2019 교과교육학연구 Vol.23 No.5

Teachers’ STEAM teaching competency determines the success of the STEAM curriculum. The purposes of this study are to analyze factors related to pre-service teachers’ STEAM teaching competency and to identify how to strengthen their STEAM teaching competency in teacher education. While the existing literature has considered STEAM teaching competency as theoretical knowledge, this study explored STEAM teaching competency in the aspects of thinking, attitudes, and practices. Three factors that predict pre-service teachers’ STEAM teaching competency were examined: learners’ backgrounds, participation in extracurricular activities, and participation in thinking-centered learning activities. This study collected data from 238 pre-service teachers from four universities in the Seoul metropolitan area. Welch-Asprin Test, Kruskal-Wallis H Test, and multiple regression analysis were conducted to verify the research questions. Results indicate that there was no statistically significant difference in the STEAM teaching competency in terms of learners’ background factors (i.e., gender, grade, major, and experience with the STEAM curriculum). In addition, only student interactions, study group activities, and learning activities in class showed significant predictive power on STEAM teaching competency. Participation in extracurricular activities showed higher predictive power than participation in thinking-centered learning activities. However,self-development activities and out-of-school activities were not significant factors. Drawn from the key findings, we suggest some directions and strategies for improving pre-service teachers’ STEAM teaching competency in teacher educationprograms. 본 연구는 예비교원의 STEAM 교수역량에 관련된 요인을 분석하고, 교원교육 차원에서 어떻게 STEAM 교수역량을 강화해야 할지 방안을 모색하고자 하였다. 본 연구는 STEAM 교수역량을 이론적 지식차원에서 접근했던 기존의 연구에서 나아가서, 사고방법 및 태도 그리고 실천적 측면에서 STEAM 교수역량을 탐색하고자 하였다. 예비교원의 STEAM 교수역량을 예측하는 요인으로 학습자 배경요인, 비교과활동 그리고 사고력 중심 학습활동 참여의 세 가지를 선정하여, 이들 간의 영향력을 살펴보았다. 본 연구는 수도권 및 지방의 4개 대학(사범대학 2, 교원대학 2)의 예비교원 238명을 대상으로 설문을 수집하였다. 연구문제를 검증하기 위해, Welch-Asprin Test, Kruskal-Wallis H Test, 다중회귀분석을 실시하였다. 분석결과, 학습자 배경요인(성별, 학년, 전공계열, STEAM 교육과정 이수경험)에 따른 STEAM 교수역량은 통계적으로 유의한 차이가 없었다. 또한 STEAM 교수역량에 비교과활동 중 다양한 배경의 학생간 교류, 학습스터디 활동과 수업 중 학습활동만이 STEAM 교수역량에 유의한 예측력을 보였으며, 비교과활동이 사고력 중심 학습활동보다 높은 예측력을 보여주었다. 반면, 비교과활동 중 학교 외 활동과 관련된 자기계발 활동, 대외경험은 유의미하지 못하였다. 분석된 연구결과를 바탕으로 예비교원의 STEAM 교수역량 증진을 위한 교원교육의 개선방안을 제안하였다.

실시간 온라인 학습에서의 유형화 연구 :학습자와 환경 요인에 대한 상호작용을 중심으로

류다현,김동심 인하대학교 교육연구소 2024 교육문화연구 Vol.30 No.6

This study examines the intricate interplay between learners’ individual factors (self-regulated learning) and environmental factors (teaching presence) through the framework of Bandura’s reciprocal determinism. The study participants comprised a convenience sample of 351 undergraduate and graduate students from a metropolitan four-year university. The data were analyzed using SPSS, and the results were obtained at a .05 level of significance. First, three types of learner characteristics were identified through the K-means analysis (Learner & Instructor-led, Learner-led, and Learner-enhancement-needed). Second, the characteristics of each cluster were examined. No significant differences were observed in demographic characteristics (gender, grade level, or primary online learning platform) across clusters. However, significant differences were observed between the clusters regarding the level of learning activity and learning outcomes (flow, perceived achievement, and learning satisfaction). Cluster 1, “Learner & Instructor-led” exhibited relatively elevated levels of both learning activities and learning outcomes. Based on the findings of this study, which considers the intricate interaction between individuals and their environment, we propose the characteristics of learning styles and educational support in synchronous online learning.

자연계열 대학생의 혁신행동에 영향을 미치는 심리자본, 창의성향, 학습지향성 간의 관계 규명

류다현,강명희,유지원 대한사고개발학회 2015 사고개발 Vol.11 No.3

As a current society changes rapidly, both individuals and organizations are challenging to adapt and lead the changes, and innovative behaviors considered as an important factor to enhance performance and competitiveness. Particularly natural science students have been criticized due to low level of creativity and innovativeness. The purpose of this study was to investigate the structural relationship among psychological capital, creative personality, learning orientation and innovative behavior for natural science students. Data was collected from 255 students in the college of natural science in Korea. Structural equation modeling analysis was employed to test the proposed model and causal relationships among the research variables. As a result, the proposed model was acceptable with a good fit. The results showed that psychological capital had a direct effect on the creative personality and learning orientation, and creative personality and learning orientation had a direct effect on innovative behavior. Furthermore, creative personality and learning orientation played a significant mediating role between psychological capital and innovative behavior. Implications for enhancing psychological capital, creative personality, learning orientation were discussed based on the findings. 기업현장에서는 구성원의 혁신행동을 강조하고 있으나, 최근 대졸 신입사원은 업무에 즉각 투입할 정도의 혁신행동 역량을 갖추지 못하고 입사한다는 비판이 제기됨에 따라 대학의 인재양성에 대한 변화가 요구되고 있다. 이에 본 연구는 자연계열 대학생들의 혁신행동에 영향을 미치는 요인을 파악하고 이를 증진시킬 수 있는 대학교육 방안을 제안하고자 대학생의 심리자본, 창의성향, 학습지향성을 혁신행동에 영향을 미치는 핵심변인으로 선정하고, 변인 간의 구조모형을 상정하여 이들 간의 관계를 규명하였다. 경기도 소재 A대학 자연계열 대학생 255명을 대상으로 자료를 수집하여 구조방정식 모형으로 분석한 결과, 심리자본, 창의성향, 학습지향성은 혁신행동 강화에 직접적인 영향을 미쳤으며, 심리자본은 창의성향과 학습지향성을 매개로 혁신행동에 간접적인 영향을 미치는 것으로 나타났다. 본 연구를 통해 자연계열 대학생을 위한 혁신행동에 영향을 미치는 요인들의 영향력을 실증적으로 확인할 수 있었으며, 이를 바탕으로 혁신행동 강화를 위한 대학교육의 혁신방안을 제안하였다.

보육교사가 말하는 연장보육의 현실에 대한 연구

류다현 ( Ryu Da-hyun ),김은주 ( Kim Eun-ju ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.2

The aims of this study were to first, understand the reality of extended childcare by listening to the voices of childcare teachers and second, to help establish the direction for improvement of the extended childcare system and childcare policy by providing basic data for the newly implemented system. In-depth interviews were conducted from July to November 2020 for five homeroom teachers, four extended teachers, and nine childcare teachers who are operating extended childcare classes. The data were composed of 20 individual interviews, 3 group interviews. The results of the study are as follows. First, teachers faced various situations in the process of operating extended childcare, and were in different situations according to the position and the role of the homeroom teacher who is the beneficiary of the extended childcare system and the extended teacher who was put in to support it. The homeroom teachers, who expected to improve their work environment, which had been poor due to extended childcare, were suffering from problems such as the lack of accurate information, low expertise of extended teachers, and insufficient manpower. On the other hand, the extended teachers were experiencing identity confusion due to roles that were not clearly distinguished. The rights of extended teachers added to improve the treatment of homeroom teachers, were also not guaranteed. The extended teachers were found to be struggling with the extended childcare system since they were introduced without sufficient concern about the nature of work as a childcare teacher and childcare sites where teachers are not commonly considered.

섬유 분해 효소 전처리 과일, 채소 연육제의 품질특성

류다현(Da Hyeon Ryu),최은선(Eun Sun Choi),황선영(Seon Yeong Hwang),따이샤샤(Sha Sha Dai),유현희(Hyeon Hee Yu) 한국생활과학회 2024 한국생활과학회 학술대회논문집 Vol.2024 No.5

효소처리 양배추 착즙액 첨가량에 따른 식혜의 품질 특성

류다현(Da Hyeon Ryu),황선영(Seon Yeong Hwang),유현희(Hyeon Hee Yu) 한국생활과학회 2024 한국생활과학회 학술대회논문집 Vol.2024 No.11

대학 프로젝트학습의 성과 예측요인 탐구

류다현(Ryoo DaHyeon),김동심(Kim Dongsim) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.17

본 연구는 대학생의 프로젝트 학습에서의 성과를 예측하는 변인을 찾는데 목적이 있다. 학습성과 변인으로 팀 몰입행동, 과목 만족도와 인지 성취도를 선정하였다. 선행연구 고찰을 통해, 협력적 자기효능감, 팀 공유정신모형(과제관련, 팀원관련)을 예측변인으로 상정하였다. 본 연구는 경기도 A대학의 대학생 76명을 대상으로 학기 말 설문조사를 통해 수행되었으며, 수집된 설문은 다중회귀분석과 단순매개효과 분석을 실시하였다. 분석결과, 팀 몰입행동에 협력적 자기효능감과 팀원관련 공유정신모형이 유의한 예측력을 보였다. 과목 만족도에 협력적 자기효능감과 팀원관련 공유정신모형이, 인지된 성취도에는 팀 몰입행동과 팀원관련 공유정신모형이 유의한 예측력을 보였다. 팀 공유정신모형은 팀 몰입행동 뿐만 아니라 학습성과 변인 모두에서 유의한 변인으로 나타난 반면, 협력적 자기효능감은 팀 몰입행동과 과목 만족도만을 예측하였다. 또한 부트스트래핑 분석결과, 팀 몰입행동은 협력적 자기효능감과 인지된 성취도간에 완전 매개역할을, 팀원관련 공유정신 모형과 인지된 성취도 간에 부분 매개역할을 하였다. The purpose of this study was to analyze critical factors that influenced learning outcomes in team project-based learning. In this study, project-based learning outcomes were divided into primary learning achievement(team commitment) and secondary learning achievement(satisfaction, perceived achievement). It is to examine in detail the relationship between the learning process in cooperative learning and the factors influencing the outcome. Through review of previous research, self-efficacy for group work, shared mental model were selected as predictive factors. Data was collected from 76 undergraduates who participated a team project at A university located in capital area, Korea. Stepwise regression and simple mediation analysis were employed to test the proposed model. The main research findings of study were as follows: Fist, self-efficacy for group work and shared mental model of team members significantly predicted on team commitment as the primary learning outcome. Second, self-efficacy for group work and shared mental model of team members had significant predictors satisfaction. Team commitment and shared mental model of team members had significant predictors achievement of the secondary learning outcomes. Shared mental of team members was significant factor to predict on academic outcomes. Third, team commitment mediated the relationship between self-efficacy for group work and perceived achievement. Also, team commitment played a mediating role between shared mental of team members and perceived achievement. Based on the results, this study suggested a learning strategy to enhance learning outcomes of college students team project based on the findings.