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이지안(Jian LEE),김효정(Hyojeong KIM),이윤아(Yoona LEE),정유섭(Yuseop JEONG),박수홍(Suhong PARK) 한국수산해양교육학회 2017 水産海洋敎育硏究 Vol.29 No.3
The purpose of this study is to analyze the action learning lesson about the improvement process of the job support program of P university students. As a research method, we applied the related classes during the semester to the students who took courses in the course of Human Resource Development, which is a subject of P university, and analyzed the learners reflection journal, interview data. As a result of the research, we went through the problem selection stage, the team construction and the team building stage. And then we searched for the root cause of the problem, clarified the problem, derived the possible solution, determined the priority and created the action plan. There are 10 solutions to the practical problems of poor job camps. Through two interviews with field experts it offered final solutions focused on promoting employment and Camp students participate in the management of post-employment into six camps. According to the first rank, job board integration, vendor selection upon student feedback, reflecting improved late questionnaire, public relations utilizing KakaoTalk, recruiting additional selection criteria, the camp provides recorded images in order. The results of this study suggest that the universitys employment support program will strengthen the competitiveness of students employment and become the basic data for the customized employment support program.
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블렌디드 러닝 교수 역량에 대한 대학교수의 인식변화 및 교육요구도 분석
장선영(Seonyoung Jang),이지안(Jian Lee) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.22
목적 본 연구에서는 대학교수가 블렌디드 러닝에서 요구되는 교수자의 역량에 대한 인식과 교육 요구를 분석함으로써 대학에서의 블렌디드 러닝 교육 프로그램 개발 및 교수역량 강화를 지원하는데 필요한 시사점을 제시하고자 하였다. 방법 이를 위하여 56명의 교수자가 연구에 참여하였으며, 연구 절차는 다음과 같다. 먼저, 블렌디드 러닝 교육 전과 후에 블렌디드 러닝 교수 역량의 중요도와 실행도의 차이를 분석하여, 교수역량에 대한 교수자의 인식 변화를 확인하였다. 다음으로 Borich 요구도 분석과 The Locus for Focus Model을 활용하여 교육요구를 분석하였다. 결과 블렌디드 러닝을 위한 교수역량에 대한 요구는 ‘수업설계’, ‘퍼실리테이션’, ‘커뮤니케이션’, ‘집단지성’, ‘교수 창의성’ 역량에 대한 요구가 높은 것으로 나타났다. 이 중에서 Borich 요구도 분석과 The Locus for Focus Model 분석에서 공통적으로 해당하는 최우선 순위는 ‘커뮤니케이션’으로 나타났다. 결론 연구 결과를 기반으로 대학에서의 블렌디드러닝 교육 프로그램 개발 및 교수역량 강화를 지원하는데 필요한 시사점이 제안되었다. Objectives The purpose of this study was to identify competencies that are required for conducting blended learning and to explore support strategies that can be helpful in improving the identified competencies. Methods To achieve the purposes, first, university professors teaching competencies of blended learning were identified by literature reviews and delphi meetings. Second, a survey was administered with 56 professors at a university in Pusan, Korea. Third, collected data were analyzed by t-test, Borich need assessment formula, and the Locus for Focus model. Results First, before participating in blended learning education, faculty members perceived ‘instruction design’, ‘collective intelligence’, ‘creativity’ as core competences for blended learning. In contrast, after participating in blended learning education, faculty members perceived ‘instruction design’, ‘teaching presence’, ‘facilitation’ as core competences for blended learning. Second, the results of an need assessment shows that the educational needs of ‘instruction design’, ‘facilitation’, ‘communication’, ‘collective intelligence’, and ‘creativity’ were ranked within top five. Specifically, ‘Communication’ was the highest priority in common in both the analysis of Borich need assessment formula, and the Locus for Focus model. Conclusions Support strategies and implications were suggested for enhancing teacher competencies of blended learning and developing educational programs based on the findings.
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