가상교육,사이버교육에 관한 개념적 고찰

임정훈 ( Jung Hoon Leem ) 한국교육공학회 2001 교육공학연구 Vol.17 No.3

This study aims to analyze and investigate the concept and educational implication of virtual education and cyber education from the viewpoints of ``virtual reality``, cybernetics`` and ``cyberspace``. Virtual education is the compound word of ``virtual`` and ``education``, and its meaning can be considered in terms of distance education and virtual reality. Virtual education is a ed-ucation using new information & communication technology and with possible or potential experience. Especially, it should be considered that virtual education is not fake, false edu-cation, but imaginable, realizable, or potential education because ``virtual`` has the meaning of being in essence or effect., not in fact For understanding the meaning of cyber education, first of all, it is important to know etymological origin of the word ``cyber``. The word ``cyber`` stems from ``cybernetics`` which is originated by Dr. Wiener. Cybernetics is the comparative study of organic control and communication systems, such as the brain and its neurons, mechanical or electronic system, robots, computers. Therefore, The concept of cyber education as compound word of ``cyber-netics`` and ``cyber education`` can be considered as teaching and learning activity guided by artificial intelligence or cyborg. Cyber education also can be understood as compound word of ``cyberspace`` and ``educa-tion``. Cyberspace, originated by W. Gibson, science fiction novelist, is used and interpreted as various meaning in social science, philosophy, and psychology in these days. Cyberspace in modem perspective is an physical space which is emerged through high performance computers and world wide networks. Moreover, it is considered as the psychological space, social space, and information space according to different points. Thus, it is useful to con-sider the various meaning of cyberspace and its educational implication for understanding the meaning of cyber education properly.

웹 기반 자율학습형 코스와 문제해결형 코스의 설계와 개발

임정훈 ( Jung Hoon Leem ) 한국교육공학회 1999 교육공학연구 Vol.15 No.1

In a web- based instruction, learners can learn independently and self-directly according to their own pace. interests, attitude, cognitive style, preresquisite knowledge, and learning pattern, and they can also solve the problem by sharing information and ideas among them in a cooperative and collaborative manner. But, the actual effects of these educational value and usefulness empirically on what main design principles and strategies of web- based course are an how it should be developed. The purpose of this study was to identify important design principles and strategies for developing web- based ‘elf- study’ course which emphasizes learners ‘independent, self-controlled learning, and we-based ‘problem- solving’ course that focuses on cooperative learning using small-group online discussion. Self- directed learning, reflective thinking, and appropriate use of guideline/hepmessage were identified as main principles for designing and developing web- based self study course. Problem- based learning, resource-based learning and small group cooperative learning were proposed as important factors for designing and developing web- based problem- solving course. As the result of the actual development, implementation, and evaluation process of the two web- based virtual training courses based upon design principles which investigated in this study, some is sues and considerations in designing and developing web- based ’self- study’ course and ‘problem- solving’ course were presented.

IPTV의 초,중등학교 도입,활용을 위한 교육요구도 분석: 현장 교사의 요구를 중심으로

임정훈 ( Jung Hoon Leem ),김세리 ( Se Ri Kim ),한승연 ( Seung Yeon Han ),김경 ( Kyung Kim ),고범석 ( Beom Seog Ko ) 한국교육정보미디어학회 2009 교육정보미디어연구 Vol.15 No.4

The purpose of this study was to investigate teachers` needs of educational use of IPTV. As a digital convergence media, IPTV is expected to create a better learning experience with individualized, interactive and high quality content. However, we may not fully benefit from new media without careful pedagogical preparation and consideration. Thus, it is critical to assess what teachers need for their classroom use prior to application of new technology. Focus group interviews with teachers and students in two IPTV initiative schools and nationwide survey were conducted. As a result of focus group interview, teachers pointed out current status and challenges of IPTV: 1) lack of IPTV contents for school use, 2) slow loading speed, 3) extra workload, 4) need of technical supports. Students` reponses were more positive, as they highly valued IPTV in term of motivation and detailed description of vivid contents. However, they indicated it did not provide interactivity and feedback. The survey included four aspects: 1) current status of ICT use in classrooms, 2) needs for educational movies, 3) recognized educational effects of IPTV, and 4) expectations for IPTV as educational media. Further suggestions and future strategies were specified based on the specific needs of teachers.

대학생 역량모델 구축 연구: 1대학교 사례를 중심으로

임정훈 ( Jung Hoon Leem ),박용호 ( Yong Ho Park ),김미화 ( Mi Hwa Kim ) 한국인력개발학회 2015 HRD연구 Vol.17 No.2

The purpose of this study is to develop a competency model composed of competencies and behavioral indicators for university students. For this research purpose, literature review, bench marking for other universities, need analysis on the society and business organization, and interviews were conducted. Through this process, the draft of competency model having 7 competency clusters and 42 competencies was developed. The draft was surveyed to professors of a national university for validating. After analyzing the collected data from the professors, the tentative model composed of 7 competency clusters, 21 competencies, and 105 behavioral indicators was developed. On this tentative model, the validation process was conducted through the survey from 15 other universities`` professors and human resource specialist of business organizations. Then, the final competency model having 4 foundational competencies and 5 key competencies was created. The four foundational competencies were confidence, achievement orientation, self-directed learning ability, career design and development. And the five key competencies were creative convergence, leadership, communication, problem solving, global competencies. The final model has 56 behavioral indicators. Then, the validation survey was conducted from university students of different colleges. Based on the results, the implication and proposal for future study was discussed.

학교교육에서의 교육공학 실천에 관한 연구동향: 1985년~2014년을 중심으로

임정훈 ( Jung Hoon Leem ) 한국교육공학회 2015 교육공학연구 Vol.31 No.2

The purpose of this study was to investigate the research trends on applying educational technology in early childhood education, primary education, and secondary education practice by analyzing the research articles which have been published for the last 30 years(1985~2014) in Korean Citing Index of National Research Foundation of Korea. The total 1,160 articles were analyzed and categorized according to subject matters, research domains, research methods, and the types of academic journal. The results of research were as follows: First, the number of research journal of primary education was much more than it of early childhood education, secondary education, and the amount of research journals were notably increased since mid 1990s. Second, in the aspect of subject matters, ‘nature search’, ‘communication’ in early childhood education, ‘english’, ‘mathematics’ in primary education, ‘science’, ‘vocational course’ in secondary education were mostly studied. Third, in the aspect of research domain, ‘teaching and learning methods and strategies’ in early childhood education, ‘teaching and learning media and technology’ in primary and secondary education were studied as main research topics. Fourth, in the aspect of research methods, experimental research in early childhood and primary education, developmental and survey research in secondary education were used as main research methods. Finally, it appeared that educational technology research in early childhood, primary, and secondary education have been published in the various types of academic journals.

웹 기반 가상수업의 상호작용 과정에서 발생하는 학습자의 인지적,심리적 변화: 사례 연구

임정훈 ( Jung Hoon Leem ),정인성 ( In Sugn Jung ) 한국교육공학회 1998 교육공학연구 Vol.14 No.3

This study alms to identify important factors affecting cogllltlve and psychological changes of a learner in the process of interaction during participating in a Web- based instruction and to explore optimal design and implementation principles of an effective Web-based instruction. A case study method was employed to achieve these aims of the study. In the study, a Web- based instruction delivered by the Dakota State University was first selected based on certain criteria set by the researchers and a learner who would participate in the in struction was chosen. The participant was responsible for reporting her activities and experiences during her study of the selected Web- based instruction by writing and responding to the questions by the researchers during follow - up discussion sessions. Based on the participant``s report, data collected during the discussion sessions and the results of direct obervation of the instruction by the researchers, characteristics of the Web- based instruction and changes of the participant``s cognitive and pasychological states were analyzed. The study results showed that practical tasks of the course, activities requlflng learner``s active participation and instructor``s effective and prompt feedback affected cognitive and psychologicawl changes in the learner during the process of interaction in a Web-based instruction. Based on this study results, guidelines for designing an effective Web-based instruction were developed in terms of teaching-learning activities, content selection and course evaluation.

대학교육에서 플립러닝(Flipped Learning)의 효과적 활용을 위한 교수학습 전략 탐색: 사례 연구

임정훈 ( Jung Hoon Leem ) 한국교육공학회 2016 교육공학연구 Vol.32 No.1

The purpose of this study was to develop teaching and learning strategies for flipped learning and investigate their educational usefulness and effects in the context of higher education. ‘Introduction of Distance Education’ based on e-learning contents and ‘Understanding Instructional Design’ based on instructional video clips were developed as case courses for flipped learning in I university. Participants who were involving in ‘Introduction of Distance Education’ and ‘Understanding Instructional Design for 16 weeks were 33 students (11 males, 22 females) and 43 students (16 males, 27 females). E-learning contents, instructional videos, quiz, mini-lecture, question and answer, team discussions and team activities, SNS-based communication were developed and used as main teaching and learning activities for flipped learning. Case study was used as research method. Qualitative and quantitative data were collected through class observation, instructer’s reflection journal, flipped learning experts discussion, questionnaires, in-depth interview with students. The results of the study showed that the various teaching and learning strategies were very useful for understanding and applying learning contents, and flipped learning based upon instructional videos improved self-regulated learning ability of students. Finally, some implications and considerations for effective use of flipped learning in higher education setting were discussed.

스마트기기의 속성 및 스마트교육의 교육적 가능성에 대한 스마트교육 선도교사들의 인식

임정훈 ( Jung Hoon Leem ),성은모 ( Eun Mo Sung ) 한국교육정보미디어학회 2015 교육정보미디어연구 Vol.21 No.1

The purpose of this study was to investigate smart education leading teachers` perception on the main characteristics of smart devices and educational possibility of smart education in school setting. To accomplish the purpose of the study, this study used semantic differential scale to analyse smart education leading teachers` perception on the main characteristics of smart devices, and exploratory factor analysis to categorize 52 smart education leading teachers` feeling and perception on smart devices. Also, this study conducted importance-performance analysis(IPA) to identify the differences between importance and performance of educational usefulness and potential which smart education leading teachers perceive on smart education. As a result, smart education leading teachers had positive and negative feelings simultaneously on smart devices. Their perception on smart devices were categorized into six factors: smart, dynamic, emergent, instant, continuous, and friendly. According to IPA, the importance scores of paradigm change of teaching and learning, efficiency of preparation, diversity of implementation strategies, improvement of interactivity, effectiveness of contents delivery and understanding, efficiency of management of instruction, and improvement of learning achievement were higher than performance scores. Finally, some considerations were recommended for developing and implementing teacher training program on smart education.

스마트러닝 기반 개별학습 및 협력학습이 학업성취도, 자기주도학습 및 사회적 효능감에 미치는 영향

임정훈 ( Jung Hoon Leem ),김상홍 ( Sang Hong Kim ) 한국교육정보미디어학회 2013 교육정보미디어연구 Vol.19 No.1

The purpose of this study is to investigate some effects of individual learning and collaborative learning on academic achievement, self-directed learning(SDL), and social efficacy in a smart learning environment. To accomplish the purpose of the study, an experiment was conducted with 89 six graders who attend P elementary school in Kyung-gi province. Subjects were assigned to two experimental groups(individual smart learning group and collaborative smart learning group) and control group(conventional ICT-based instruction group). The first result was that the academic achievement score of collaborative smart learning group was higher than that of individual smart learning group significantly. Second, there were significant differences in self-directed learning between smart learning groups and control group. SDL score of individual smart learning group was higher than that of control group, and SDL score of collaborative smart learning group was higher than that of control group. Third, there was a significant difference in social efficacy between collaborative smart learning group and control group. In conclusion, this study showed that collaborative learning in smart learning environment is very effective for improving academic achievement, self directed learning, and social efficacy.

활동 중심의 디지털교과서 활용 교수,학습 방법 탐색

임정훈 ( Jung Hoon Leem ),임병노 ( Byung Ro Lim ),김세리 ( Se Ri Kim ) 한국교육정보미디어학회 2008 교육정보미디어연구 Vol.14 No.4

The purpose of this study is to develop teaching and learning activities using digital textbooks and to develop their specifications in order to enhance teaching and learning effectiveness and feasibility of actual course management using digital textbook. First of all, we found the methods of the teaching-learning activities through literature review, and developed a framework to classify these methods using valid and reliable criteria. At the same time, we analyzed types of the teaching and learning activities and then selected activities appropriate in elementary schools. Next, the study focused on 49 types of teaching-learning activities with digital textbook. The second step of the study is to establish activity statement for each of the 49 activities mentioned above. The specification includes six items; 1) the name of teaching-learning activities, 2) the definition of their concept, 3) the procedure for using it in class, 4) the multiple functions of digital textbooks, 5) the process of the activities, and 6) the notices. Finally, The validation result of the specification, which was drawn out from survey to elementary teachers, showed that most of the teaching-learning activities scored higher than 3.0 out of 5.0 across six validation criteria. The aforementioned policy recommendations for the supply and the dissemination of teaching-learning activities with digital textbooks are as follows: 1) in-service teachers training program development, 2) various learning experiences for learners, 3) supplementary ICT materials and tools for more affluent learning resources, 4) individualized learning resources and strategies for all kinds of learners, 5) further development of specifications for every critical subject matters in the field, and 6) supplementation of teaching and learning activities after actual field test.