미디어교육을 위한 웹기반 학습환경 프로토타입 개발

권성호 ( Kwon Seong Ho ),신영수 ( Sin Yeong Su ) 한국교육정보미디어학회 2003 교육정보미디어연구 Vol.9 No.3

창의적 문제해결을 위한 웹기반 교수-학습 모형과 학습 환경 설계 : 수학교과에서의 예시를 중심으로

구양미,김영수,노선숙,조성민 이화여자대학교 사범대학 교과교육연구소 2006 교과교육학연구 Vol.10 No.1

본 연구의 목적은 지식기반사회의 학습도구로서 그 중요성이 증대되고 있는 인터넷과 웹을 활용하여 창의성 계발을 돕는 교수-학습 모형과 웹기반 학습 환경을 설계하는 데 있다. 본 연구에서 웹은 학습도우미(learning agent)로서 문제해결 학습상황에서 의사소통도구, 발견과 탐색도구, 지식과 경험 구성의 도구로 상정되었다. 즉, 중등 수학교과를 사례로 채택, 문제해결 학습상황에서 생각 5단계 모형(생각 열기, 생각 쌓기, 생각 나누기, 생각 다지기, 생각 펼치기)을 토대로 각 단계별로 문제의 구조 유형에 따른 사고 전략과 이에 상응하는 학습자와 교수자 활동, 웹기반 활동을 포함하는 웹기반 교수-학습 모형을 설계하였다. 설계된 웹기반 교수-학습 모형에 따라 실제 교수-학습활동 계획안을 개발하고, 창의적 문제해결 환경 지원을 목적으로 한 웹사이트를 설계하였다. 본 연구의 결과물인 웹기반 교수-학습 모형과 학습 환경은 창의적 문제해결을 위한 핵심요소로 간주되는 확산적 사고, 비판적 사고 및 교과지식이 조화롭게 활용될 수 있도록 하는데 그 주안점을 두고 있다. The purpose of this study is to design a web-based teaching and learning model and learning environment for creative problem solving in Mathematics. In this study, World Wide Web is considered as a learning agent assisting learning process as communication tools, inquiry tool, and knowledge construction tools in problem solving learning environments. The web-based teaching and learning model was developed based on "Five Stage Thinking Model" that consists of uncover ideas, accumulate ideas, share ideas, ensure ideas, and unfold ideas. According to the steps of the model, a web-based lessen plan on coordinates in middle school mathematics was developed. Finally, a web-based their divergent thinking, critical thinking and subject knowledge for mathematical problem solving creatively. Some sample web pages were suggested for developing a web site based on the purposed model and the lessen plan.

웹 기반 학습 환경에서 집단 유형과 과제 유형에 따른 자기조절학습 효과에 관한 연구

남정권 한국교육방법학회 2005 교육방법연구 Vol.17 No.1

본 연구는 웹 기반 학습 환경에서 자기조절학습이 집단 유형과 과제 유형에 따라 어떠한 학습 효과가 있는지를 실증적으로 분석한 것이다. 웹 기반 협력학습, 인지이론, 과제중심학습 및 학습자 성찰을 연구의 주요 이론적 기저로 삼았다. 여기서는 개인학습과 협력학습을 집단 유형’으로 개념이해형 과제와 지식적용형 과제를 ‘과제 유형’으로 규정하고 두 변인이 자기조절학습에 미치는 효과를 살펴보았다. 과제를 해결하는 과정에 있어서 같은 집단 유형이라도 과제 유형에 따라 메시지 빈도가 다르게 나타났으며, 메시지 항목별로 집단 간 메시지 빈도는 ‘점검 및 협력’ 항목을 제외하고는 모두 유의미한 차이가 나타났다. 또한, 과제해결 수행에 있어서 과제 유형 간에는 유의미한 차이가 나타나지 않았으나, 집단 유형 간에 유의미한 차이가 있음을 밝혀내었다. 따라서 웹 기반 학습 환경에서 자기조절학습이 효과를 거두려면 자기조절학습을 지원하 는 프로그램이 집단 유형보다는 어떠한 과제 유형을 수행할 것인가를 고려하여 학습자의 자기조절학습을 지원하고 유의미한 학습 경험을 이끌어 내도록 설계해야 할 것이다. The purpose of this research is to investigate how self-regulated learning affect group style and task style in the web-based learning environments. Theoretical framework for the study is based on web-based collaborative learning, cognition theory, task based learning and learner reflection. The importance of the learners' self-regulation in learning has been continuously reviewed by many educational researchers. In addition, it was supported by previous research results. Based on theoretical frameworks and previous researches on self-regulated learning provided design principles and strategies for cognitive tools supporting learner's self-regulative activities. As a result of this study, we have developed and applied to investigate (1) differences between the types of groups and the types of tasks on learner's task solving process, (2) differences between the types of groups and the types of tasks on learner's task solving performance. The two groups of learners regulated differently on concept comprehension and knowledge application task types. The total of 137 graduate students from A University participated in the study for the period of four weeks. Based on the type of self-regulation groups and tasks, participants were divided into four groups such as individual learning-concept comprehension, individual learning-knowledge application, collaborative learning-concept comprehension, and collaborative learning-knowledge application. The result of the study can be summarized as follows: First, in the study, the groups performing the same tasks did not show any differences in message frequencies. Second, for differences between the group performances, individual learners scored higher than collaborative groups in their achievement. For differences between the task types, however, knowledge application learners scored higher than those in concept comprehension. Although the differences were insignificant for individual and collaborative groups for concept comprehens

웹기반 평생학습자의 학습플로우 경험의 원인과 결과변수에 대한 연구: 경영학 전공을 중심으로

박경환 한국경영교육학회 2011 경영교육연구 Vol.26 No.2

The purpose of this study is to examine the cause and consequence variables of flow experience in learning on the web-based lifelong learner. The participants of the present study were 205 lifelong learner. And hierarchial multiple regression analysis was employed to test the hypothesis of this study. The result of this empirical study exhibits that 3 antecedent variables of flow experience in learning- flow conditions(△R^2=.484), autotelic personality(△R^2=.010), web-based learning environment quality(△R^2=.013)- have positive effects on flow experience in learning. But self-directed learning does not have statistically significant added effects. And flow experience in learning has positive effects on the consequence variables of flow experience in learning- self-reported academic achievement(△R^2=.176), objective academic achievement(△R^2=.11), expected task efficacy(△R^2=.186). Especially, immediate feedback of flow conditions has positive effects on flow experience(43.8%), and sense of control has positive effects on self-reported academic achievement(13.9%), objective academic achievement(8.3%), expected task efficacy(16.5%). How to enhance flow experience in learning on the web-based lifelong learners was discussed on this paper. 본 연구는 경영학전공 웹기반 평생학습자를 대상으로 Csikszentmihalyi의 플로우 이론을 적용하여 학습과정을 분석하였다. 통계분석을 위하여 205명으로부터 자료를 수집하여 위계적 회귀분석을 실시하였다. 학습플로우 경험에 미치는 원인변수로서 학습플로우 조건이 가장 높은 설명력을 갖고 있었다(R2=.484). 그 외 웹기반 학습환경의 질과 자기목적적 성격은 유의하였지만 낮은 수준의 설명력의 증가를 가져왔다(△R2=.023). 자기주도학습은 유의한 설명력의 증가가 없었다. 학습플로우 조건의 하위변수 중에서는 즉각적 피드백이 학습플로우 경험의 43.8%를 설명하였다. 학습플로우 경험은 종속변수인 자기보고식 학업성취도(R2=.176), 객관적 학업성취도(△R2=.110), 기대과업수행효능감(△R2=.186)에 유의한 영향을 미치고 있었다. 학습플로우 경험의 하위변수 중에서 통제감이 학업성취도와 기대과업수행효능감에 높은 영향을 미치는 것으로 나왔다. 이밖에 본 연구는 경영학 전공 웹기반 평생학습자의 학습플로우 경험을 증진시키기 위한 방안과 학습플로우 경험의 결과에 대하여 상세하게 논의하고 있다.

대학생의 활동중심 진로교육을 위한 웹기반 인터페이스 설계

이용희,오동주,박수홍 한국정보교육학회 2015 정보교육학회논문지 Vol.19 No.3

본 연구는 대학생의 진로교육을 활동중심으로 구현할 수 있는 웹기반 인터페이스를 설계하는 것을 목적으로 하고 있다. 연구목적의 실현을 위하여 래피드프로토타이핑에 의하여 웹 인터페이스 초안을 설계하고 이를 전문 가에게 검토 받아 설계안을 확정하도록 하였다. 전체적인 설계방향은 첫째, 진로교육의 활동 순서는 체계적 액 션러닝의 순서에 준하여 실행한다. 둘째, 학습의 순환이 발생할 수 있도록 선순환 구조로 설계한다. 두 가지 큰 설계 방향에 따라 구안된 인터페이스는 학습환경 플랫폼 위에 자기이해, 타인이 보는 나 찾기, 직업세계 알기, 진로결정하기, 진로실행 계획하기, 활동설계하기, 개인, 공동 평가 및 성찰하기 등의 단계가 상호작용성이 강한 위키 및 웹 2.0의 설계 방식에 따라 구현될 수 있도록 설계하였다. 이와 같은 연구결과를 통하여 대학 현장에서 학습자들의 활동을 중심으로 한 경험 중심의 진로교육을 구현할 수 있을 뿐만 아니라 웹을 기반으로 하여 진로 교육에의 접근성을 높일 수 있을 것으로 기대한다. This study was designed to implement Activity-Orientated Career Education for college students, using the web-based interface. A draft web interface was designed by Rapid Prototyping and was thereafter taken to experts to review and determine the designs, in order to achieve the purpose of the study. Firstly, the sequence of activities of career education was run in accordance with the systematic order of Action Learning, in order to understand the overall design direction. Secondly, the design of the study may result in virtuous cycle-to-cycle. According to two major design directions, on the learning environment platform, the interface consisted of, knowing who I am; knowing who others think I am, knowing the job world; career decisions; career action plans; action planning; individual and co-evaluation; reflection; etc. These steps were designed to be implemented in ac-cordance with strong interactivity of Wiki and Web 2.0 designs. This study was able to implement career education experiences centered around the activities of students at university, as well as experts, in order to increase the accessibility of Career Based Education on the web.

웹 기반 탐구 학습 환경이 뇌성마비학생의 사고력에 미치는 영향

이재욱 ( Lee¸ Jae-uk ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.3

The purpose of this study is to analyze the effect of the web-based inquiry learning environment on the thinking ability of students with cerebral palsy. Research questions are as follows: First, what is the effect of the web-based inquiry learning environment on the critical thinking ability of students with cerebral palsy? Second, what is the effect of the web-based inquiry learning environment on the creative thinking ability of students with cerebral palsy? To solve the research questions, the effect of a web-based inquiry learning environment on thinking ability was analyzed for three students with cerebral palsy attending high school courses at a school for physical disabilities by applying the multiple probe baseline across participants design. As a result of the study, the web-based inquiry learning environment improved the critical thinking ability and creative thinking ability scores of students with cerebral palsy. In particular, it was found to be effective in 'distinguishing facts and opinions', 'arguing based on sufficient evidence', 'viewing from various perspectives' of critical thinking ability, and improving 'fluency' of creative thinking ability.

웹 기반 학습 환경에서 스캐폴딩 교수 전략이 자폐 범주성 장애 학생의 학업성취도에 미치는 영향

임동규 ( Dong Gyu Lim ),조재규 ( Jae Gyu Jo ) 한국정서행동장애학회 2007 정서ㆍ행동장애연구 Vol.23 No.1

웹기반 학습환경설계를 위한 “학습자주도설계(Learner Initiated Design)”에 대한 이론적 탐색

임완철 ( Wan Chul Lim ),박성익 ( Seong Ik Park ) 한국교육공학회 2010 교육공학연구 Vol.26 No.2

The major concern of Learning Environments Design(LED) is to create and improve artifacts that facilitate human learning. To achieve more effective and efficient learning, User-Centered Design (UCD) strategy that focused on understanding the needs of the user as a way to inform design, has been a major step forward in instructional design to transcend professional dominated design which ignored real user needs and capabilities. However, researchers stressed that UCD have some critical problems, e.g., learners may don`t know their needs in analysis phase, even though they know their needs, their needs may be successively changed through whole phases in design process. The main purpose of this study is to inquire the principles and procedures of learner Initiated Design (LID) to solve the problems of UCD in web-based LED. LID refer to design strategy to create learning environments that can be modified and designed by learners themselves in using phase as well as design phase when the learner`s needs arise. For the purposes of this study, four design strategies that aim to solve the problems of UCD are analyzed. As results, six principles of LID are identified; learners should be considered as subjects to design not objects to be analyzed; it should be focused on learners` characteristics that should be learned and enhanced in learning environments; iteratively processing in analysis phase and design phase; it should be allowed learners to design in using phases as well as design phases when the learner`s needs arise; it should be provided technological conditions to be designed cognitive artifacts for learner-centered e-learning; learners should be involved in whole design process as informed participants. LID needs open standards specification for the contents, tools, and systems to support share, reuse, interoperate learning resources; to use of external tools in whole internet communities; to interoperate content with integrated specific technical contexts between other different web-based learning environments.

웹기반 학습환경에서 학습지향목표 지원이 내재적 동기 및 학업성취도에 미치는 효과

심화영 ( Hwa Yong Shim ),송해덕 ( Hae Deok Song ) 한국교육정보미디어학회 2007 교육정보미디어연구 Vol.13 No.3

The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the goal-oriented context participated in a web-based learning environment to study Powerpoint. The goal-oriented context was created by incorporating two contextual factors (task instruction messages, distribution of authority) to increase a learner`s learning goal orientation. Task instruction messages emphasized the importance of learning and task challenge and were presented both before and after of the each learning unit. Distribution of authority were possible by allowing learners to choose learning topics and learning paths in the study material. Study results showed that students in the goal-oriented context group earned significantly higher scores on both achievement test and intrinsic motivation test than those in the control group. This result implies that stimulating learning goal orientation influences the development of intrinsic motivation and learning outcomes. Results also showed that significant correlation were found between learning goal orientation and intrinsic motivation, and between intrinsic motivation and achievement. However, no significant correlation was found between learning goal orientation and achievement. Future studies should find the relations between learning goal orientation, intrinsic motivation, and achievements in order to identify the effect of supporting goal orientation on intrinsic motivation and achievement clearly.

웹기반 학습환경에서 협력적 성찰이 문제해결 수행 및 과정에 미치는 영향

이승희 ( Seung Hee Lee ),김동식 ( Dong Sik Kim ) 한국교육공학회 2003 교육공학연구 Vol.19 No.1

The purpose of this research is to analyze how collaborative reflection affects on group problem-solving performance and process in the CSCL (Computer Supported Collaborative Learning) where learners widely dispersed in different time and places over the internet cooperate in order for the collective knowledge-building. The theoretical framework for this study is based on the social cognition theory, problem based learning, reflective practice, and the group processing in collaborative learning situation. The importance of the learner`s reflective thinking in the learning situation has been continuously reviewed with former research results. ‘Individual reflection’ with which learners focus self-internalization during learning is regarded as a conventional concept, meanwhile the reflective thinking with social interactions among learners is considered as ‘collaborative reflection’. The major research interests and methods of the study are as follows: First, this research identified how learners would perform the problem-solving tasks such as those of concept comprehension and knowledge construction. Second, the learner`s interaction messages were analyzed throughout the experiments in order to identify the collaborative reflection-supporting tools` impacts on the problem-solving process in the CSCL. The results of this study were suggested as follows: First, as far as two types of problem-solving tasks such as concept-comprehension and knowledge construction, the collaborative reflection-supporting tools in the CSCL turned out to be helpful higher performance than both individual reflection- supporting tools in CSCL and non reflection- supported tools in the CSCL. The self-evaluation by learners with collaborative reflection-supporting tools in the CSCL for problem-solving performance also indicated higher learning outcomes than other two CSCLs. Second, for the learners` interaction messages for the identification of the qualitative and qualitative differences in the problem-solving process, those messages types from the collaborative reflection-supporting CSCL showed statistically significance than those of the other types of CSCLs. Also, the thick description for the implied meaning from the interaction messages of the representative group has been conducted as the form of the case study. To sum up, the study suggested significant implications as follows: First of all, since the CSCL has been the constructivism-oriented environment for collaborative activities to achieve the group learning goals or objectives, it would be necessary for learners to be provided cognitive tools for the support of learners` reflective thinking. Second, the collaborative reflection with which learners could share the knowledge with other participants and improve their own opinions and ideas would play a key role on critically inquiring and solving problems. Third, because most learners had a tendency not to naturally exert the reflective thinking during learning, some kinds of cognitive tools with functions such as meta-cognitive reflection scaffolding by which learners could monitor the learning contents and problem-solving process. Finally, the collaborative reflection had positive impacts on problem-solving performance and process in the CSCL and it would be needed to develop meaningful learning environments by inducing learners` reflective practice effectively.