대학교육에서 성적 우수 학습자의 자기주도학습역량 요인 탐색

성은모 ( Eunmo Sung ),최효선 ( Hyoseon Choi ) 한국교육공학회 2016 교육공학연구 Vol.32 No.2

The purpose of this study was to determine the critical factors of self-directed learning competency (SDLC) in higher education by exploring the competencies of the highest academic achievement learners. 1,000 college students participated in the survey of this study. 149 of the participants were the highest academic achievement learners classified over 4.0 of the grades. The survey questionnaire included 33 items measuring self-directed learning competencies with the 4-point Likert scale and 10 items of demographics. The survey items were modified from previous studies based on Self-Directed Learning Competency Questionnaire (SDLCQ), SDLCQ of the highest performers. The main results are as follows. First, four factors were derived from self-directed learning competencies of the highest academic-achievement learners: 1) Strategic learning skill, 2) Value belief about learning, 3) Learning flow, and 4) Inquiry learning strategies. Second, there were significant differences between higher achievers and general college students. Finally, two factors -Value belief about learning and Learning flow- were critical competencies to identify the highest academic achievement learners. As the results, implications and suggestions were discussed.

학습분석학 관점에서 학습자의 자기주도학습 지원을 위한 학습 데이터 탐색 연구

성은모 ( Eunmo Sung ),진성희 ( Sung Hee Jin ),유미나 ( Mina Yoo ) 한국교육공학회 2016 교육공학연구 Vol.32 No.3

In order for a successful e-Learning, it should be made for learner’s self-directed learning (SDL) based on the autonomy and initiative of learning. Thus, promoting the SDL of the learner and providing SDL environment of e-learning may be one of the important subject. The present study aims to explore learning data for supporting SDL in the perspective of learning analytics for e-Learning. For the purpose, factors of SDL were explored to be related learning data in the perspective of learning analytics in e-Learning. Also, learning data for supporting SDL in e-Learning was categorized and validated by experts who were learning analytics. As a result, the 3 domains of SDL in the perspective of learning analytics in e-Learning were extracted; meta-cognition(planning, monitoring, and reflecting), learning strategy(preparation strategy, review strategy, note taking, highlighting, information sharing strategy, and questioning answering strategy), behavior management(learning engagement, time management, getting help). Also, there were found out 3 styles for learning data to promoting SDL in e-Learning; learning trace dat (activity time, activity whether or not), student artifacts data(plan, goal, message, remark, comment, response text, submit assignment), teacher and tutor artifacts data(quiz feedback, response text for students, post quiz items, post assignment scores), learning analysis data(time, frequency, relative and absolute level, ratio, relation, comparison, distribution, regularity, length, qualitative data). Based on the results, meaning, implication, and limitation of the study on the exploring learning data for supporting SDL in the perspective of learning analytics for e-Learning were discussed.

잠재계층분석(Laten Class Analysis)을 활용한 중학생의 ICT 리터러시 유형 및 특성 탐색

성은모 ( Eunmo Sung ),최효선 ( Hyoseon Choi ) 한국교육공학회 2016 교육공학연구 Vol.32 No.4

The purpose of this study is to identify types of latent class about ICT literacies of middle school students and to identify population and social factors effect influence latent class of ICT literacies. By using ICTLQ (Information Communication and Technology Literacy Questionnaire), the study analyzed data from 3,387 middle school students. As a result, latent classes of ICT literacies for middle school students classified `Pleasure & Usefulness`, `Average usage`, `Lower usage`, and `Higher usage` ICT literacy groups. The study conducted chi-square test, MANOVA, and multinomial logistic regression to identify socio-demographic factors effect four different types of latent classes. Therefore, if they are female, they are likely in group of higher and average ICT literacy. If their SES and academic achievement level are higher, they would be likely in group of higher and average ICT literacy, If they are male, they would be likely in group of Pleasure & Usefulness and Lower ICT literacy. According to result of study, a discussion of the improving learners` ICT literacy for adolescents was presented at the conclusion.

이러닝 학습환경에서 디지털 텍스트 구조의 시각 표상 설계원리 개발연구

성은모 ( Eunmo Sung ) 한국교육공학회 2009 교육공학연구 Vol.25 No.3

The primary purpose of this study was to be explored the design principles of visual representation on digital text structure for developing e-Learning content and to be identified possibility of those principles as developing e-Learning content. These principles can support e-learners to improve digital reading and to facilitate awareness on text structure. In the initial development stage, concept of visual representation on digital text structure have been drawn on the basis of existing researches, and then visual design principles have been devised. To visually represent the digital text structure available web technologies were analyzed. And for the purpose of verifying those principles, an e-learning content covering the principles has been developed. As a result of research, concept of visual representation on digital text structure was identified: visualizing of structure or system on external outline of whole text information. Design principles of visual representation on digital text structure are included visual abstraction, visual predictability, visual immediacy, visual operation, and visual spatiality. In designing digital text structure, the result of this study seemed to explain the positive potential of visual representation design principles of text structure. E-Learners tend to construct mental model and learn by constructing the meaning, using visual representation reverential processing which readers comprehended the details of the texts The new e-Learning content applied the design principles of visual representation on text structure has been actually developed and implemented successfully into an e-Learning. The effects of these new design principles discussed possibility of generalizing ‘visual representation’ design principles of text structure for designing digital text.

인공지능(AI)의 교육적 실천을 위한 가능성과 과제

성은모 ( Eunmo Sung ),김동호 ( Dongho Kim ),신서경 ( Suhkyung Shin ),이영주 ( Youngju Lee ) 한국교육공학회 2023 교육공학연구 Vol.39 No.0

The recent emergence of artificial intelligence (AI) technology has exerted a profound influence on various societal domains, including social, economic, cultural, and educational aspects, with an anticipated strengthening impact in future societies. Recognizing the significance of AI talent development, many countries worldwide prioritize educational efforts, considering it a crucial aspect of education policy. In this paper, we discussed challenging issues pertaining to the educational practice of AI. Specifically, we delved into the conceptualization and scope of AI in education, the direction of AI educational curricula, practical approaches to AI education, and the evolving roles and competencies of teachers in AI education. The discussion revealed that the concept and scope of AI in education can be categorized into education about AI, education using AI, and education for AI. The curricula for AI in education should be balanced and comprehensive, encompassing technical, utilitarian, societal, and ethical dimensions. The educational practice of AI necessitates concurrent research and practice, covering interactions and roles among AI, educators, and learners, teaching and learning strategies with AI, and educational innovation for future competency enhancement through AI. Regarding the changing roles and competencies of teachers in AI education, the focus is on AI-based instructional designers, promoters of learning with AI, emotional support providers using AI, and decision makers relying on AI data. On the basis of these discussions, practical directions for realizing the possibilities and promises of AI in education were proposed.

전원학교 이러닝 교수학습환경에서 교사의 사회적 지지인식, 교수매체활용 지식 및 의지가 교수매체활용 및 교육성과 인지도에 미치는 영향

성은모 ( Eunmo Sung ),진성희 ( Sung Hee Jin ) 한국교육공학회 2011 교육공학연구 Vol.27 No.3

The purpose of this study was to identify predictor variables in perception of social support, teacher`s knowledge and belief of e-Learning technologies(i.e. Tablet Personal Computer(TPC), electronic board, and Fastel) on teacher`s using time of the technology and perceptions of educational effectiveness through technology integration in rural public schools. To address this goal, 189 teachers (elementary school teachers 123, middle school teachers 66; male 99, female 90) participated from 110 rural public schools. They conducted online survey on 71 questionnaires. The predictor variables were measured by multiple regression with SPSS 18.0. As a result of research survey, knowledge and belief of using the technologies were predictor variables on using time of technologies, especially, knowledge of using TPC and perceived ease of use were examined as predictor variables for using time of technology. The belief and knowledge of using the technologies were predictor variables on teachers` perceptions of educational effectiveness, especially, perceived ease of use, knowledge of using Fastel, and knowledge of using TPC were examined as predictor variables for perceptions of educational effectiveness. However, social support did not affect on using time of technologies and perceptions of educational effectiveness. Based on those result, the implication and future directions on maximized educational effectiveness through using the cutting edge technologies in rural public schools were suggested.

대학생의 학습민첩성 수준에 따른 행동특성 분석

성은모 ( Eunmo Sung ),진성희 ( Sung-hee Jin ) 한국교육공학회 2019 교육공학연구 Vol.35 No.4

Learning agility has been emphasized as the core competency that future talent in the era of the 4th Industrial Revolution should possess. As the possibility of development of learning agility is discussed, the development of tools to measure it have been carried out. However, there has been a problem in the reliability and generalization of the results because the developed learning agility measurement tools use the self-report measurement method. The purpose of this study is to investigate the behavioral characteristics according to the behavioral indicators of student’s learning agility in higher education context. Participants of the study were 1030 university students sampled by the modified proportional distribution of nationwide students by major fields. In the data analysis, 412 samples that responded to the learning agility questionnaires were used for analysis. The research instrument is composed of four items for measuring the learning agility and four items for analyzing the behavioral characteristics of learning agility (Acceptability of change, intellectual curiosity, learning directedness). Regression analysis was used to examine the effect of new change experiences, curiosity level, level of questions, and frequency of inquiry, which are behavioral indicators of learning agility, on learning agility. After converting the learning agility measurement score into the standard score (Z score), the learning agility level was classified into four levels according to the score distribution. As a result of the study, it was confirmed that the behavioral indicators of learning agility had a statistically significant effect on learning agility, and it was found that there were significant differences in the four levels divided by the standard score (Z score) of learning agility. The results of this study confirmed that self-report measures were reliable results even if there was intervention of participant's subjective perception. Based on the results of the study, the utilization of the learning agility behavior indicators and future research were suggested.

미래사회를 대비한 청소년의 생애학습역량지수 개발 및 타당화 연구

성은모(Eunmo Sung),진성희(Sung-Hee Jin),김혜경(Hyekyung Kim) 한국콘텐츠학회 2016 한국콘텐츠학회논문지 Vol.16 No.1

이 연구는 21세기 변화하는 미래사회를 준비하기 위해 국내 청소년들이 갖추어야 할 생애학습역량의 개념과 이를 구성하는 구성요인들을 선정하고 이에 대한 타당성과 신뢰성을 검증하는데 목적이 있었다. 이를 위해 청소년 생애학습역량을 개념화 하였으며, 이를 구성하는 하위 역량요인을 도출하였다. 도출한 생애학습역량의 구성체제의 타당성을 검증하기 위해 전문가 패널 및 중고등학생 대상으로 타당성 조사를 실시하였다. 전문가 패널 대상 생애학습역량지수의 타당성 조사는 청소년 관련 전문가 총 28명으로 구성하여 2차에 걸쳐 진행하였다. 전문가 패널 대상 타당성 조사를 통해 수정 · 보완된 생애학습역량지수의 타당성을 검증하기 위해 중고등학생을 대상으로 타당성 조사를 실시하였다. 타당성 조사에 참여한 연구대상은 서울, 경기, 인천지역 중고등학생 719명이었다. 연구결과 총 3개 역량에 9개의 하위역량이 개발되었는데 청소년 생애학습역량은 사고력(통합적 사고력, 비판적 사고력, 감성적 사고력), 지적도구활용(언어능력, 수리과학능력, 정보통신활용능력), 학습적응성(변화수용력, 지적호기심, 학습주도성) 등이 도출되었다. 도출된 지수의 구성체제에 대한 신뢰도와 타당도 또한 적합한 것으로 판명되었으며, 연구결과를 바탕으로 기존 생애학습역량과의 차별성, 생애학습역량을 바라보는 관점, 그리고 추후 연구에 대한 시사점을 제시하였다. The purpose of this study is to develop indicators for assessing korean youth lifelong learning competency and to validate the structure of the competencies. To achieve this research aims, the indicators for assessing life-long learning competence were drawn by systemic literature review and they were validated and modified by expert review method and two surveys targeting youth. 28 youth experts participated in the expert review. Participants were 333 middle or high school students for the first survey and 791 middle or high school students for the second survey. As results, the 3 competencies and nine sub-competencies were developed: thinking(wholistic thinking, critical thinking, emotional thinking), intellectual tools use(language, mathematic and science, information and communication technology), learning adaptability(change capacity, intellectual curiosity, learning-direction). The results of this study will provide the fundamental guidelines for developing various activities and establishing youth policies related to korean youth life-long learning competency.

대학생의 스마트미디어 활용 유형분류에 따른 스마트미디어 유용성, 학습민첩성, 학업성취도의 차이 분석: 잠재계층분석(Laten Class Analysis)을 중심으로

성은모 ( Eunmo Sung ) 한국교육정보미디어학회 2017 교육정보미디어연구 Vol.23 No.3

The purposes of this study are to identify the types on smart media usage of university students and to examine the differences of smart media usefulness, learning agility, and academic achievement according the latent classes of smart media usage in higher education. To address those goals, the data, the questionnaires of smart media usage, smart media usefulness, learning agility, and academic achievement, were collected from ‘A Study on Korean Youth Competency Measurement and International Comparative Study II: IEA ICCS 2016’. the study analyzed data from 746 university students. As a result, the types on smart media usage in university students with latent class were classified 4 classes such as Multiple high-using(class 3) Information using(class 4), Learning & management tool using(class 2), and Passive low-using(class 1). ANOVA was employed to examine the differences of smart media usefulness, learning agility, and academic achievement according to the 4 classes of smart media usage. As a result, the Multiple high-using group was significantly higher than other groups on smart media usefulness and learning agility. Also, Information using group was significantly higher score than other groups on academic achievement. Based on the results of study, some suggestions for strategical using the smart media in higher education were proposed at the conclusion.

청소년의 행복에 영향을 미치는 개인특성과 환경특성 간의 관계 분석

성은모(Sung, Eunmo),김균희(Kim, Gyunhee) 한국청소년정책연구원 2013 한국청소년연구 Vol.24 No.4

이 연구에서는 한국청소년정책연구원에서 생산하는 한국아동?청소년패널조사(Korean Children and Youth Panel Survey) 중학교 1~2학년 패널 1~2차(2010~2011)년도 자료를 사용하여, 중학생 2,143명의 행복에 영향을 미치는 개인특성과 환경특성 간의 구조적 관계를 구조방정식을 통해 체계적으로 분석하고자 하였다. 연구결과, 청소년의 개인특성(자아존재감, 자아탄력성)과 환경특성(가정 경제적 소득, 부모, 또래, 학교, 지역사회환경) 중 개인특성만이 행복에 직접적인 영향을 미치는 것으로 확인되었으며, 환경특성보다 개인특성이 청소년의 행복에 더 중요하게 영향을 미치는 요인임이 밝혀졌다. 그러나 환경특성은 개인특성을 통해 간접적으로 청소년의 행복에 크게 영향을 미치는 것(설명력, 총효과=.65)로 나타남으로써, 청소년을 둘러싼 환경특성 요인 또한 중요한 요인임에는 틀림없음이 확인되었다. 이 연구의 결과는 청소년의 행복 제고를 위해서는 청소년이 긍정적 자아를 형성하고 다양한 환경에서 유연하게 대처할 수 있도록 가정, 또래, 학교, 지역사회환경이 조성되어 함을 시사한다. The purpose of this study were to explore the structural relationships among happiness, personal traits, and environments traits of 2,143 middle school students. The data was taken from the Korean Children and Youth Panel Survey (2010~2011) of the National Youth Policy Institute and analyzed using a Structural Equation Modeling(SEM). The following results were obtained: First, the personal traits of adolescents had a direct impact on their happiness. Second, environments did not have a direct impact, but affected happiness through personal traits in a significant manner. This study showed the importance of family, peer, school, and community environments for adolescents’ positive self formation and resilience improvement in order to enhance the happiness of adolescents.