한국 인터넷 활용 원격교육의 보수성

신나민(Namin Shin) 한국정보사회학회 2005 정보사회와 미디어 Vol.- No.7

한국 원격교육 연구의 동향과 전망: 1985~2005년도를 중심으로

신나민 ( Namin Shin ),임정훈 ( Junghoon Leem ),이혜정 ( Hye Jung Lee ) 한국교육공학회 2005 교육공학연구 Vol.21 No.4

This paper reported a review of distance education research in Korea from 1985 to date by analyzing 94 articles from selected academic journals as well as 478 theses generated from graduate schools throughout universities in Korea. Basing on Porter`s forum analysis, the review centered around three main questions: who was the writer; what they researched; and how they did it. Also, the analysis revealed some characteristics of Korean distance education over the last 20 years; and the findings are summarized as follows. First, distance education research in Korea has evolved through three distinctive stages: 1) the first generation(1972-1983) was the time when the practice of correspondence study was prevalent with radio or TV as supplementary medium and little research was reported during this period; 2) the second generation(1984-1994) started from 1984 when the term ``distance education`` was adopted for the first time in Korean literature while academic papers featured under the title of distance education research since 1988, 3) the third generation(1995-date) has been concerning with computer or internet-based distance education. After the adoption of the internet technology in 1995, the number of research papers was notably increased from both academic journals and theses from universities, and the research interest seems to continue to grow. Second, concerning the articles from academic journals, the issue of Technology (53.53%) and Teaching-learning strategies(15.55%) were frequently dealt with; and issues such as Policy and Administration(15.35%), Teacher & Student(7.87%), Operation(4.84%), and the category including concept, theory, and philosophy (0.60%) followed in the order. Regarding a research method, about 40% of the articles were grouped to the category of literature review, and 21.50% of them used a survey, 14.94% concerned with the development of an educational program or an institutional system at times. Authors of the articles were mostly involved in higher education institutions(60.31%) or research institutions(34.35%), with very few from cooperate training or K-12 schools. Third, the analysis of the theses revealed that distance education has been researched from a wide variety of field of studies covering 143 areas such as computer sciences, media & communication studies, information technology, business and administration, electronic engineering, let alone the field of educational technology and education in general. Theses preferred Technology as a research topic, and such many of them (57.17%) were concerned with the design and development of a program. Survey(35.95%) was also frequently used as a research method particularly when topics such as Policy and Administration, Operation, Teacher & Student were studied. In summary, distance education research in Korea has been growing rapidly in volume since 1995, and the tendency seems to be driven by the academics interested in harnessing the benefits of computer and the internet technology.

원격현존감과 인터페이스에 대한 지각이 학습자의 사이버강좌 평가 및 학습활동에 미치는 영향

신나민 ( Namin Shin ) 한국교육공학회 2005 교육공학연구 Vol.21 No.3

This study examined the effects of students` experiences of telepresence in a cyber class environment on course evaluation and learning activities. ``Telepresence`` was defined as the mediated perception of an environment, influenced by two technological dimensions: vividness and interactivity. ``Vividness`` meant ``the representational richness of a mediated environment``; and ``interactivity`` was defined as ``the extent to which users can participate in modifying the form and content of a mediated environment.`` Besides the construct of telepresence, students` perceptions of graphic user interface were hypothesized to affect both students` evaluation of cyber course and learning activities. 596 students from 9 internet-based cyber course using VOD and text media, participated in the study for which a survey inventory was developed. Course evaluation was measured in terms of effectiveness, efficiency, and attractiveness; and learning activities were indicated by the frequency of student`s visit to online bulletin board, the extent of watching VOD, and the extent of reading text information. The analysis of survey data revealed some empirical relationships among the variables investigated. First, students` perceptions of telepresence via both VOD and text media were positively related to their evaluation of cyber course. Second, the telepresence construct, however, had no significant effect on student participation in the online bulletin board; whereas the student`s experience of receiving instructor`s feedback was found to be significant in explaining the participation. Third, telepresence via the VOD medium had little effect on student learning activities, but seemed to contribute to the students` sense of being in a classroom environment with an instructor. Fourth, the effect of telepresence via the text medium was greater than the perception of interface design in explaining student`s involvement in learning activities. Fifth, apart from the major constructs under scrutiny, student background variables such as the attitude towards cyber-course and expected grade were found to be significant in making sense of student learning in a virtual environment.

학교 공간 개선에 있어 사용자 참여디자인이 갖는 효용성 및 참여방식에 관한 사례연구

신나민 ( Namin Shin ) 한국교육공학회 2010 교육공학연구 Vol.26 No.4

This study examined the efficacy and methods of user participatory design in the context of school refurbishment with cases of 5 schools (2 elementary and 3 middle schools) which took part in the ‘Happy School Project’ granted by the Ministry of Sports, Culture, and Tourism of the South Korean government in 2008. In the project, 4 schools had undertaken the refurbishment of restroom while 1 school converted a vacant classroom into a student lounge called ‘book cafe’. Data were collected by administering questionnaire surveys with 798 students and 134 teachers who had experienced before and after the refurbishment in the respective 5 schools. A series of focus group interviews, too, were carried out with 28 students and 20 teachers, in total, at the sites of each schools. The analysis of the data revealed the following: (1) the extent to which students and teachers participated in the design process was significantly related to the level of their satisfaction as well as the perceptions of behavioral changes as a result of the project; (2) teachers reported a higher level of participation than did the students, showing a greater level of satisfaction as well with the project; (3) the methods used for the participatory design included a questionnaire survey, meeting, workshop, and hands-on activity; (4) the students and teachers found it their roles to state their opinions and needs with regard to the space concerned, showing varying levels of engagement; and (5) roughly, 3 types of decision-making process were observed: that is, school-driven, designer-driven, and a mixed approach between the two. In any these 3 cases, though, it was critical for the participants to feel that their participation was fruitful and respected by the design expert whom they worked with. The results may provide design and education communities with some practical considerations for a successful application of participatory design in improving school spaces and building environments in general.

청소년 사이버 폭력 현황 및 피해ㆍ가해 관련 변인에 관한 연구

신나민(Shin, Namin),안화실(Ahn, Hwasil) 고려대학교 교육문제연구소 2013 敎育問題硏究 Vol.26 No.4

Cyberbullying is a kind of bullying carried out by means of electronic media such as the Internet or mobile phone. This study aimed to identify the prevalence of cyberbullying among adolescents and factors related to cyber victimization and offending experiences. Data were garnered from 1,036 students from 5 middle and 5 high schools, respectively, in Seoul and Kyung-gi areas. The analyses of the data revealed the following: 1) 9.4%(95 students) were bullied and 128 students(13%) reported of bullying others during the last 6 months. No gender effect was found with regard to the prevalence rate, but grade effect was significant in that higher rate of bullying among middle school students was reported than those of high schoolers 2) Online games and chatting via smart phone were the frequently used media for cyberbullying; 3) Teasing/ignorance or calling names/threat were the most prevailing types of cyberbullying; 4) Multiple regression analysis revealed that weekday game time, school satisfaction and digital literacy variables predicted both victimization and offending scores, 5) Weekday game time predicted victimization experience only while TV time and cyber confidence predicted only offending scores, 6) The frequency of Internet safety education were related with neither victimization nor offending. These findings were discussed to bring about deeper understanding of the phenomena of cyberbullying among Korean adolescents, suggesting considerations for the development of cyberbullying prevention and intervention education. 본 연구는 최근 증가하고 있는 청소년들의 사이버 폭력 실태 파악 및 피해, 가해 경험 관련 변인들의 탐색을 목적으로 하였다. 연구 자료는 서울, 경기 지역 5개 중학교와 5개 고등학교에 재학 중인 1036명의 학생들(12-18세, 평균 15.2세, 표준편차=1.65)로부터 설문 조사를 통해 수집되었다. 자료 분석결과는 다음과 같다. (1) 지난 6개월 동안 사이버 폭력 피해 경험은 9.4%(95명), 가해 경험은 13%(128명)로 나타났다. 피해, 가해 빈도에 성차는 없었으나 가해 경험에서는 중학생이 유의미하게 높은 빈도를 보였다. (2) 사이버 폭력이 주로 일어나는 매체는 온라인 게임과 스마트폰 채팅인 것으로 나타났다. (3) 사이버 폭력 피해는 욕설, 협박, 가해는 놀림, 무시 등의 언어적, 관계적 유형이 가장 많았다. (4) 중다회귀분석 결과 주중 게임시간, 학교 만족도, 디지털 리터러시 변인이 사이버 폭력 피해, 가해 경험을 모두 유의미하게 예측하는 것으로 나타났다. 즉, 주중 게임 시간이 길고, 학교 만족도가 낮고, 디지털 리터러시 수준이 높을수록 사이버 폭력의 피해자나 가해자가 될 확률이 높다고 할 수 있다. (5) 주말 게임 시간은 피해 경험만을 그리고 TV 시청 시간과 사이버 자신감 변인은 가해 경험만을 유의미하게 설명했다. (6) 인터넷사용에 대한 조언이나 교육을 받은 경험은 사이버 폭력 피해, 가해 경험에 영향을 주지 못하는 것으로 나타났다. 연구 결과에 대한 논의는 청소년들의 사이버 폭력 피해, 가해 경험에 대한 심층적 이해와 더불어 사이버 폭력 중재 및 예방 교육을 위한 실천적 함의를 제공한다.

효과적인 원격교육체제 구축을 위한 이론적 탐색: 상호교류적 현존감(Transactional Presence) 구인

신나민 ( Namin Shin ) 한국교육공학회 2004 교육공학연구 Vol.20 No.2

This paper put forward the novel construct of ‘Transactional Presence’ (TP) as a way of conceptualizing a distance student`s perceptions of psychological presence on the part of teachers, peers, and educational institutions. TP is defined as the degree to which a distance student perceives the availability of, and connectedness with, other parties involved in a given distance education setting. Relevant distance education literature is analyzed through the lens of interpersonal relationships, and concepts such as telepresence and social presence are drawn from media and communication studies. Research studies applying the TP construct reveal that, apart from interactive activities, the perceptions of psychological presence that distance students hold of their teachers, peers, and the institution can be significant predictors of their learning. Practical strategies to increase the three types of TPs are suggested in the paper, along with further research questions.

OER 플랫폼 분석을 위한 지표 개발 및 분석의 실제

신나민 ( Namin Shin ),전명운 ( Myungwoon Jeon ),김수연 ( Sooyeon Kim ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.3

This study had two purposes: (1) to develop a set of analysis indicators through which users can review OER (Open Educational Resources) platforms and (2) to review selected OER platforms to get insights into contemporary practices of OER in Korea and overseas as well. For the purpose, we took both the deductive (from previous studies) and inductive (from the actual analysis of selected 21 OER platforms) approaches to develop the analysis framework. As a result, we could come up with a set of analysis indicators consisting of three areas including 23 questioning items: technical (design, SNS, mobile App, subtitles, search method, dashboard), content (copyright, meta-data, quality control, types of content), and management (user participation, communication, management board, types of institution, target audience, sustainability of data collection, openness, guideline, and certificate). We, then, reviewed the selected 5 Korean and 16 overseas OER platforms by means of the developed analysis indicators to result in the following observations across the platforms: (1) the level of openness of OER platforms, (2) incorporating mobile and SNS media to facilitate learning in and out of learning community, (3) the coexistence of two differing quality control approaches for OER, and (4) the increasing importance of communication between OER providers and users with the possibility of user participation in collecting OER. These results were discussed as important considerations for the design, development and operation of OER platforms which function with high availability and sustainability as well.

읽기, 쓰기, 향유 체험을 중심으로 본 청소년의 미디어 리터러시 분석

신나민(Shin, Namin),안화실(Ahn, Hwasil) 한국산학기술학회 2013 한국산학기술학회논문지 Vol.14 No.8

정보통신 미디어는 21세기 정보화 사회 청소년들의 학습과 생활 전반에서 필수적인 요소로 기능한다. 본 연 구는 급격히 변모하고 있는 청소년들의 미디어 수용 및 활용 경험을 중층적으로 이해하기 위하여 이들의 미디어(메시 지) 읽기, 쓰기, 향유 체험을 분석하였다. 분석에는 구조화된 설문지를 통해 서울, 경기 지역 10개교에서 수집된 12-18 세 중고등학생 1,036명의 자료가 사용되었다. 연구결과는 다음과 같이 요약 된다: 1) 청소년들의 일상적인 미디어 이 용은 핸드폰 사용, TV 보기, 인터넷 사용, mp3 플레이어듣기, 컴퓨터나 비디오 게임하기, 라디오 듣기, 비디오/DVD 보기 순으로 나타났다; 2) 미디어 활용에서의 성차 분석 결과 남학생은 인터넷 매체에서 그리고 여학생은 핸드폰, SNS 매체에서 더 다양한 활동을 하는 것으로 나타났다; 3) 웹 정보의 비판적 읽기 및 수용에 관해서는 성차는 발견 되지 않았고 중고생 간의 학교급별 차이는 유의미했다; 4) 온라인 컨텐츠 제작과 온라인을 통한 자기표현 및 사회적 참여 활동에 대해서는 여학생이 남학생보다, 고등학생이 중학생보다 더 적극적인 것으로 나타났다, 5) 미디어 향유 체험의 하루 평균 시간은 주말 게임, 주중 게임, TV 보기, 인터넷 사용 순으로 나타났고, 이 가운데 TV매체에 있어 서만 여학생이 남학생보다 그리고 중학생이 고등학생보다 유의미하게 많은 시간을 보내는 것으로 나타났다. 이러한 연구 결과를 바탕으로 올드 미디어와 뉴미디어 간의 컨버전스 현상과 청소년의 성별, 연령별 미디어 활용 행태에 관 한 통합적인 논의를 제시 한다. This study aimed to find out adolescents' media literacy in terms of reading, writing, and enjoying media or messages. For the purpose, we analyzed the data garnered from 1,036 students enrolled in 5 middle and 5 high schools, respectively. The analyses of the data are summarized as follows: First, mobile phone was most widely used among others, followed by TV, the Internet, mp3 player, computer or video game, radio, a video or DVD in the order. Second, a gender effect was significant in terms of the variety of activities with the Internet, mobile, and SNS: boys were more active in the use of the Internet while girls carried out more activities with a mobile phone and SNS media. Third, high school students showed more critical attitude towards information on the Website than did the middle school students. Fourth, Girls than boys, and high schoolers than middle schoolers, tended to be more active in the production of contents, self-expression, as well as participating in social and political issues online. Fifth, for the enjoyment experiences, time spent for games took up the most of the students' leisure activities, followed by watching TV and the use of the Internet. The findings of the study were discussed in light of media convergence, with implications for developing media literacy education for the youth.

대학입시 전형 AI 면접에 대한 고등학생의 인식

신나민(Namin Shin),장세진(Sejin Chang) 한국산학기술학회 2021 한국산학기술학회논문지 Vol.22 No.7

본 연구는 대학 입시 전형의 일환으로 AI면접을 도입하는 것에 대한 고등학생의 인식을 파악하였다. 자료 수집은 경기도의 일반계 고등학교 2학년생 16명을 대상으로 비구조화된 심층 인터뷰를 통하여 이루어졌으며 분석은 질적연구 방법의 개방코딩, 축코딩, 선택코딩으로 처리되었다. 연구 문제는 1) AI에 대한 일반적인 인식, 2) AI 면접에 대한 인식, 3) AI와 사람 면접관 가운데 선택의 문제로 구성되었으며 연구 결과를 요약하면 다음과 같다. 첫째, 학생들의 AI에 대한 일반적 인식은 기술적, 부정적, 긍정적으로 분류되었으며 그 내용은 대체로 ‘감정이 없으며, 분석이 빠르고, 정확하며, 객관적이고, 인간에게 편리한 로봇, 기계 혹은 프로그램’으로 요약되었다. 둘째, AI면접에 대해서는 다수 학생들이 부정적이었으며, 그 이유로는 AI가 사용하는 데이터에 대한 불신 그리고 감정, 인성 등의 정의적 평가에 기계를 활용하는 것에 대한 감정적 거부감 등이 언급되었다. 긍정적인 측면으로는 긴장감과 부담감이 없는 것, 공정한 평가 등이 언급되었다. 셋째, 16명의 학생 중 4명의 학생이 AI 면접을, 나머지 학생들은 사람 면접관을 선택하였다. 결론적으로, 연구에 참여한 고등학생들은 ‘면접’은 ‘사람’이 하는 평가라는 인식을 가지고 있었으며, 대체적으로 이 인식이 AI 면접이 줄 수 있는 잠재적 편의성과 공정성에 대한 인식에 비해 더 크게 작용하는 것으로 나타났다. 새로운 기술의 수용에는 그 기술이 제공하는 유용성과 용이성에 대한 검증뿐만 아니라 사용자의 준비도와 인식이 고려될 필요가 있다. 본 연구는 현재 시도되었거나 시행이 거론되고 있는 대입 AI 면접에 대한 고등학생들의 인식을 파악함으로써 이 기술의 최종 사용자인 학생들이 갖는 다양한 관점을 제공한다는 점에서 그 의의가 있다. This study identified the perceptions of high school students regarding the introduction of artificial intelligence (AI) interviews as a part of the university admission evaluation process. Data collection was conducted through a series of unstructured in-depth interviews with 16 second graders of general high schools in Gyeonggi-do. The research questions consisted of 1) general perceptions of AI, 2) perceptions of AI interviews, and 3) selection between AI and a human interviewer. The analysis of the interview data was summarized as follows: First, the students viewed AI as a robot, machine, or a program that has no emotion, was fast, accurate, objective, and able to provide humans with convenience. Second, most of the students were negative about AI interviews, and the reasons included distrust about data used in the AI algorithm and emotional reactions about using machines for effective evaluations such as individual differences and characteristics. On the positive side, the lack of tension and burden, and fair evaluation were mentioned. Third, out of 16 students, 4 students selected AI interviews as a preferred choice. In conclusion, the high school students" perceptions of an "interview" as a "people" business outweighed the potential benefits of participating in an AI interview. The significance of this study was to provide the field of education with the diverse voices of students before considering the application of AI interviews in high-risk evaluations such as university admission examinations.

대학생이 수업 시간에 경험하는 감정 분석: 성별, 전공 계열별 차이를 중심으로

신나민(Shin, Namin),박종향(Park, Jonghyang) 한국열린교육학회 2019 열린교육연구 Vol.27 No.1

수업 시간에 학생들이 경험하는 감정은 수업 참여와 동기, 학업 지속 및 학습결과에 영향을 줄 수 있는 중요한 변인이다. 본 연구는 대학생들이 수업 시간에 어떤 감정을 경험하는지를 파악하고 성별, 전공 계열별로 감정 경험에 있어 차이가 있는지를 분석하였다. 이를 위하여 러셀의 2차원 감정모델에서 사용된 감정 단어 27개와 한국인의 대표 감정단어 목록 115개로 구성된 설문지를 작성하여 수도권 소재 4년제 A대학에 재학 중인 823명의 학생들로부터 자료를 수집하였다. 학생들의 평균연령은 23.52세 (SD=2.641), 여학생이 50.3%, 인문사회예체능 계열이 59.0%로 구성되었다. 자료 분석 결과는 다음과 같다. 첫째, 대학생들이 수업시간에 경험하는 감정은‘약한불쾌’,‘약한유쾌’,‘강한유쾌’,‘강한불쾌’의 순으로 나타났다. 그리고 여학생들이 남학생보다‘약한불쾌’와‘강한불쾌’요인에서 유의하게 높은 점수를 보였다. 둘째, 수업 시간 감정으로 가장 많이 보고된 것은 두 척도에서 각각‘고민하는’,‘피곤한’, ‘지루한’,‘졸린’,‘차분한’, 그리고‘답답하다’,‘성취감 느끼다’,‘지루하다’,‘걱정하다’,‘보람차다’로 나타났다. 수업 시간에 주로 느끼는 감정 분석에서도 일관되게 여학생이 남학생보다 더 부정적인 감정을 많이 보고하는 경향이 있었다. 셋째, 계열차는 성차만큼 분명하게 드러나지는 않았지만 인문사회 예체능 계열 학생들이 이공자연 계열 학생들보다 몇몇 감정에서 약간 더 정적인 경향을 보였다. 이러한 연구 결과에 대한 논의와 함께 교수-학습 설계에서 성차에 대한 고려와 학습자의 신체 피로도에 대한 쟁점을 포함한 추후 연구 과제를 제시하였다. Understanding students emotions in the classroom can be crucial as they are related to their participation in learning, motivation, persistence, and academic outcomes. This study examined what kind of emotions are constructed by university students in an instructional context, identifying if there was any differences between male and female students along with academic majors. For this purpose, the study made use of two sets of scales: Russell s circumplex model, including 27 emotion words and 115 words representing Koreans emotions in general. Data were gathered from 823 students enrolled in A University located in Seoul; the students were 23.52 years old on average(SD=2.641), consisted of female students 50.3% and liberal arts/social science and art majors 59.0%. The results of the statistical analyses of the data revealed the following: First, emotion words most frequently featured in the two scales were, respectively, distressed , tired , boring , sleepy , and calm as well as suffocating , achieving , boring , anxious , and fulfilling in that order. In those words listed, female students scored consistently higher in the negative emotion words compared with male students. Second, the students emotions in Russell s model were categorized by two domains: value (pleasure/displeasure) and arousal (strong/weak). And the emotions grouped to weak displeasure marked the highest in mean score, then weak pleasure , strong pleasure , and strong displeasure in that order. Again, female students scored significantly higher than male students in the negative emotions such as weak displeasure and strong displeasure . Third, the major difference was not as distinctive as the case of gender difference, but it was found that the students in liberal arts/social science and art majors, scored a little higher in positive emotions than the students in natural science and engineering majors. These findings were discussed along with suggestions for future studies in order to enrich our understanding of student emotions in classroom.