중학생의 컴퓨터·정보리터러시와 컴퓨팅 사고력에 영향을 미치는 요인: ICT 자기효능감, ICT에 대한 태도를 중심으로

진명화(Myunghwa Jin),임규연(Kyu Yon Lim) 이화여자대학교 교육과학연구소 2021 교육과학연구 Vol.52 No.1

본 연구는 중학생의 컴퓨터ㆍ정보리터러시와 컴퓨팅 사고력에 영향을 미치는 ICT 관련 변인을 탐색하여 학습자들의 컴퓨터ㆍ정보리터러시와 컴퓨팅 사고력 증진을 위한 시사점을 도출하는 것을 목적으로 한다. 이를 위해 학습자의 ICT 사용 경험과 ICT 자기효능감, ICT에 대한 태도, 그리고 컴퓨터·정보리터러시 및 컴퓨팅 사고력 간의 구조적 관계를 분석하였다. 분석은 국제 비교 연구인 국제 컴퓨터 정보 리터러시 연구(International Computer Information and Literacy Study, ICILS) 2018에서 수집된 우리나라 참가자 2,875명의 응답 자료를 사용하여 구조방정식 모형 분석을 실시하였다. 분석 결과, 학습자의 ICT 사용 경험으로 상정한 ICT 사용 기간, 수업 외 ICT 프로그램 사용 경험, 수업 중 ICT 관련 학습 경험과 ICT 자기효능감, ICT에 대한 태도는 컴퓨터·정보리터러시에 유의한 직접 효과를 가지는 것으로 나타났다. 반면 컴퓨팅 사고력에 대해서는 ICT 사용 기간, ICT 자기효능감, ICT에 대한 태도가 유의한 직접 효과를 가지나, 수업 외 ICT 프로그램 사용 경험과 수업 중 ICT 사용 경험은 컴퓨팅 사고력에 유의한 직접 효과를 미치지 않았다. 또한 ICT 자기효능감과 ICT에 대한 태도는 ICT 사용 기간, 수업 외 ICT 프로그램 사용 경험, 수업 중 ICT 관련 학습 경험과 컴퓨터·정보리터러시, 컴퓨팅 사고력 간의 관계를 매개하는 것으로 나타났다. 이러한 결과를 바탕으로 SW교육에서 학습자의 컴퓨터·정보리터러시와 컴퓨팅 사고를 향상시키기 위하여 ICT 자기효능감과 ICT에 대한 태도를 촉진할 수 있는 교수설계전략에 대한 시사점을 제시하였다. This study explores ICT-related variables that affect middle school students’ computer information literacy and computational thinking to derive implications for software education for developing computer information literacy and computational thinking. The structural relationships between learners" experience in using ICT, ICT self-efficacy, attitude toward ICT, computer information literacy, and computational thinking were analyzed. Panel data of 2,875 Korean participants collected in the ICILS(International Computer and Information Literacy Study) 2018 were used. The results indicated that the period of ICT use, personal use of ICT, academic use of ICT in class, ICT self-efficacy, and attitude toward ICT have significant direct effects on computer information literacy. Furthermore, the period of ICT use, ICT self-efficacy, and attitude toward ICT have significant direct effects on computational thinking, while direct effects of personal, and academic use of ICT on computational thinking are not significant. Also, ICT self-efficacy and attitude toward ICT mediated the relationships between the period of ICT use, personal use of ICT, academic use of ICT in class, computer information literacy, and computational thinking. These findings suggest implications for designing and developing effective instructional and learning strategies in terms of ICT self-efficacy and attitude toward ICT.

온라인 학습에서 인지적 참여와 학업성취 간의 예측 관계에 대한 연구: 벌점회귀모형을 적용하여

진명화 ( Myunghwa Jin ),김혜준 ( Hae June Kim ),임지영 ( Ji Young Lim ),임규연 ( Kyu Yon Lim ) 한국교육정보미디어학회 2022 교육정보미디어연구 Vol.28 No.3

As online learning has expanded in higher education recently, the need for improving the quality of online learning is being emphasized. In order to provide quality online courses, it is important to organize learning activities considering learners’ cognitive participation level in instructional design. This study aims to explore which learning activities affect academic achievement in online courses and identify the extent of cognitive participation required for those learning activities as the online course continues. For this purpose, we generated variables based on the log data regarding the learning activities taken in the online course at A university to conduct a penalized regression analysis. We first identified online learning activities that predict academic achievement. Then, we analyzed them based on the ICAP framework with the course flow to classify them into cognitive participation levels corresponding to time. The results are as follows: For I mode, team project activities in the second half of the semester predicted academic achievement, and peer feedback activities showed contrasting results depending on the course flow. In C mode, reflection writing and quizzes in the first half of the semester predicted academic achievement positively. In A mode, checking supplement learning materials predicted academic achievement positively in the first and second half of the semester; however, some showed different results depending on the contents of the materials. In P mode, watching lecture videos had significant explanatory power on academic achievement in the first and second half of the semester. The results provided implications for the instructional design of online courses to promote levels of cognitive participation.

대학의 융합교육 활성화를 위한 재학생과 교원의 인식 비교 연구: A대학의 사례를 중심으로

진명화 ( Jin Myunghwa ),이형주 ( Lee Hyeung Ju ) 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.4

This study aimed to explore the current status of convergence education in higher education and to explore ways to promote convergence education by comparing the perceptions of students and professors on convergence education to conduct effective convergence education at universities. FGI and survey on convergence education were conducted for a month in 2019. 1,732 students and 187 professors participated in the survey, and statistical analysis was conducted. 32 participants including professors and students in total participated in FGI, and qualitative analysis was performed. The research results are as follows: consideration about convergence education, comparison of professors’ and students’ perceptions of convergence eduaction, demand for convergence education in higher education. This study is meaningful in that it is a fundamental research that presents directions for convergence education reflecting on the needs of university stakeholders.

SW교육에서 초등교원의 TPACK 역량에 대한 교육요구도 분석

임지영 ( Ji Young Lim ),진명화 ( Myunghwa Jin ),임규연 ( Kyu Yon Lim ) 한국교육정보미디어학회 2020 교육정보미디어연구 Vol.26 No.4

This study aims to analyze the needs of teacher professional development for SW education, focusing on TPACK, and derive implications for designing SW education teacher training programs. A measurement instrument for TPACK was developed in terms of the context of SW education, and data was collected via an online survey from 136 elementary school teachers who have experience in implementing SW education. First, the differences between importance and performance of each TPACK area were analyzed. Then Borich ranking as well as Locus for Focus matrix were applied to identify the top and second priority for teacher training program. The results showed that there existed significant differences between importance and performance regarding all of the TPACK areas. Among these, CK, TPK, and TPACK were identified as the top priority for improving teacher professional development in SW education. Based on the results, suggestions were discussed in terms of teacher training for SW education focusing on: (1) content knowledge, (2) understanding and preventing misconceptions in SW education, (3) evaluating learners’ understanding and providing feedback, (4) integrating contents, pedagogy, and technology. In addition to the improvement of teacher competencies, support for the educational environment was also suggested: (5) providing technical support for personalizing SW education, (6) providing opportunities for teachers to implement technologies in various teaching and learning contexts.

CSCL에서 균형 있는 참여(balanced participation)를 촉진하는 교수자 대시보드에 대한 인식 탐색

이다혜 ( Dahye Lee ),진명화 ( Myunghwa Jin ),김혜준 ( Hae June Kim ),정유진 ( Youjin Jung ),김다현 ( Dahyeon Kim ),임규연 ( Kyu Yon Lim ) 한국교육정보미디어학회 2025 교육정보미디어연구 Vol.31 No.1

미래 사회의 복잡한 문제 해결을 위해 학습자의 협력 역량이 점차 중요해지면서 협력학습이 활발히 이루어지고 있다. 생산적인 협력학습을 촉진하기 위해서는 협력학습의 과정을 면밀히 확인할 필요가 있다. 이에 본 연구는 CSCL(Computer-Supported Collaborative Learning) 환경에서 교수자가 균형 있는 참여(balanced participation)를 모니터링하고 적시에 개입할 수 있도록 지원하는 교수자 대시보드의 목업에 대한 교수자의 인식을 탐색하는 데 목적이 있다. 이를 위해 미러링, 알림, 조언 기능을 구현한 교수자 대시보드 목업을 개발하였다. 협력학습을 진행한 경험이 있는 대학 교수자 6명을 대상으로 가상의 수업 상황에서 대시보드를 사용하도록 한 다음, 인터뷰를 통해 대시보드에 대한 교수자의 인식을 확인하였다. 연구 결과, 교수자들은 본 대시보드가 그룹 및 개별 학습자의 참여도를 직관적으로 파악하고, 적절한 처방을 통해 균형 있는 참여를 촉진하는 데 유용하다고 인식하였다. 특히, 미러링 기능을 통해 그룹 및 개별 학습자의 참여 양상을 시각화하여 협력 과정을 직관적으로 파악할 수 있으며, 알림 기능을 통하여 도움이 필요한 그룹을 신속히 식별할 수 있었다고 응답하였다. 또한 조언 기능을 통해 교수자들은 그룹 및 개별 학습자의 협력학습 과정을 빠르게 해석할 수 있었으며, 각 상황에 따른 맞춤형 처방 메시지가 자동으로 제시되어 교수자의 부담을 줄이는 데 기여하는 것으로 나타났다. 반면, 협력학습 과정을 확인하기 위해 제공되는 정보의 다양화와 대시보드의 직관성 및 편리성 향상이 필요하다는 개선 사항도 제시되었다. 분석 결과를 바탕으로 CSCL 맥락에서 균형 있는 참여를 지원하는 대시보드의 설계 시사점에 대하여 논의하였다. Collaborative learning is receiving increasing attention with the growing importance of collaborative competencies for addressing complex problems. To facilitate productive collaborative learning, it is crucial to closely monitor the collaborative processes. This study aims to design a teacher dashboard that allows teachers to monitor balanced participation in groups and take timely actions in Computer-Supported Collaborative Learning (CSCL) environments. We developed a teacher dashboard mock-up incorporating mirroring, alerting, and advising functions, and interviewed instructors after they tested it in a simulated course environment. The results showed that instructors found the dashboard useful for monitoring balanced participation and providing appropriate interventions in real time. Regarding the mirroring function, instructors reported that they could easily access relevant information through data visualization of participation. They noted that the alerting function helped them identify groups needing assistance, and that the advising function reduced their workload in interpreting individual and group collaborative processes and in providing adaptive feedback messages. However, suggestions were made to diversify indicators for monitoring the collaborative processes and to improve the dashboard’s intuitiveness and usability. We discuss implications for improving dashboard design to support balanced participation in CSCL contexts.

플립러닝에서 자기결정성 요인, 협력지향성, 인지적 실재감, 인지된 성취도의 관계

임규연 ( Kyu Yon Lim ),진명화 ( Myunghwa Jin ),김시원 ( Si Won Kim ),조일현 ( Il-hyun Jo ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.3

This study investigated mediating effects of collaboration preference and cognitive presence between self-determination(autonomy, competence and relatedness) and perceived achievement in flipped learning environment. The participants were 84 middle school students who participated in social studies flipped learning. All data including achievement were collected by self-report survey. For data analysis, simple mediation analysis was performed with SPSS Macro bootstrapping. As a result, collaboration preference and cognitive presence completely mediated autonomy and perceived achievement. Also, the relationship between competence and perceived achievement was completely mediated by collaboration preference and cognitive presence. That is, learners`` autonomy and competence should go through the process of meaningful construction of knowledge and internalization through cognitive and collaborative participation. The results indicated that learners with high levels of autonomy and competence tend to participate in learning in both collaborative and cognitive ways, and it can lead to meaningful learning achievement in flipped learning environment. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners collaboration preference and cognitive presence are needed to successful flipped learning.

공감기반 가족수학을 위한 수업모형 개발

이형주 ( Hyeungju Lee ),진명화 ( Myunghwa Jin ),강지혜 ( Jihye Kang ) 한국교육공학회 2020 교육공학연구 Vol.36 No.2

The purpose of this study is to develop an instructional model for family mathematics based on empathy. The instructional model was developed based on the instructional model from Ricky & Klein(2014). The results are as follows. First, a conceptual model was presented to introduce family mathematics based on empathy. The conceptual model included a detailed description of the concepts and components of family mathematics based on empathy. Second, the detailed model was presented with the components of family mathematics based on empathy. Family mathematics based on empathy consists of three components: mathematical empathy, generational empathy and cultural empathy. Also, each empathetic component consists of three factors: cognitive factor, affective factor and communicative factor. The detailed model was presented as a modular program so that three programs among the 15 programs could be selected according to the types of participants. In addition, the detailed model included a guidance for each module to appropriate learners, contents, time, and session, and presented the roles of instructors and participants in each step. This study is meaningful in presenting an instructional model to enable a family involvement class as a form of empathy-based education.

국내외 디지털 리터러시 교육과정 분석

박하나 ( Park Hana ),진명화 ( Jin Myunghwa ),박지우 ( Park Jiu ),임규연 ( Lim Kyu Yon ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.5

Digital literacy is considered an essential competency in modern society, and related curricula have been developed and operated across the world. As the concept of digital literacy has gradually changed and expanded, it is necessary to discuss whether domestic and foreign digital literacy curricula provide diverse digital literacy educational experiences. Thus, this study aims to analyze the curricula for digital literacy to derive implications for digital literacy education. Five countries, South Korea, Ireland, the United Kingdom, Australia, and Canada, were selected for the curricular analysis. The learning objectives in the curricula were analyzed regarding the components of digital literacy and the types of learning objectives suggested by Tyler. The results indicated that the proportion of digital literacy components varies depending on the educational purpose of each country. Specifically, computational thinking accounted for the highest proportion in Korea and Ireland, while digital ethics accounted for the highest in England and Canada. Additionally, the types of learning objectives have been biased toward information acquisition and critical thinking development in most countries. These findings suggest implications for designing and developing a curriculum for digital literacy.

문제해결학습에서의 동료피드백: 피드백 수용도의 매개효과 탐색

임규연 ( Kyu Yon Lim ),김영주 ( Young Joo Kim ),진명화 ( Myunghwa Jin ),김주연 ( Joo Yeun Kim ) 한국교육공학회 2017 교육공학연구 Vol.33 No.2

This study aims to investigate the relationships among peer feedback quality, emotional trust on peer feedback provider, feedback acceptance and academic achievement in problem-solving learning. The participants were 52 college students of early childhood education, and they were asked to design a lesson plan based on ASSURE model in the educational methods and technology class. The results were as follows. First, feedback acceptance did not mediate the relationship between the quality of peer feedback which students received and achievement (academic achievement, satisfaction). Second, feedback acceptance fully mediated the relationship between emotional trust and satisfaction. The results indicate that the higher the emotional trust on the feedback provider, the more the feedback provided by a peer is accepted. That is, the emotional trust on the feedback provider positively predicts satisfaction, and feedback acceptance plays an important role in this process. Therefore, feedback acceptance should be considered important to enhance satisfaction.

테크놀로지 기반 개별화 학습에 대한 체계적 문헌 분석: 2011-2020년 국내연구를 중심으로

임규연 ( Kyu Yon Lim ),임지영 ( Ji Young Lim ),진명화 ( Myunghwa Jin ) 한국교육공학회 2021 교육공학연구 Vol.37 No.3

This study aims to analyze how various factors for personalized learning were designed in technology-based personalized learning research in Korea. In this study, personalized learning refers to an instructional environment that is oriented to the achievement of learning goals by providing a learner-centered learning experience, encompassing terms such as adaptive, individualized, and customized learning. A systematic literature analysis was conducted, and 39 published domestic studies from 2011 to 2020 were collected using keywords such as “personalized learning,” “individualized learning,” “adaptive learning,” and “customized learning” as search terms. The selected literature was analyzed based on the four elements for personalization(source, target, time, and method of adaptation), which are elements of the framework proposed by Vandewaetere and Clarebout(2014). Results showed that most studies with technology-based personalized learning were designed to support the four elements of personalized learning. However, most studies collected data from the source of learner-system parameters, which related to the interaction between learners and systems. Also, 90% of the studies granted control of learning to the system or the instructor, whereas learners seldom had control over their learning. Based on the findings, the implications of designing new technology-based personalized learning in the future were discussed.