대학생 학습역량 진단도구 개발 및 타당화 연구: A대학을 중심으로

이혜정 ( Hyejeong Lee ),임상훈 ( Sanghoon Im ) 한국교육공학회 2021 교육공학연구 Vol.37 No.3

본 연구는 A대학의 학습역량 진단도구를 개발하고 타당화 하는 것을 목적으로 수행되었다. 이를 위해 A대학 교육목표 및 학생 특성 분석, 학습역량 관련 국내외 선행연구 분석, 전문가 델파이를 거쳐 학습역량 구성요소를 도출하고 진단문항을 개발하였다. 개발된 진단도구의 타당성 확보를 위해 예비조사 및 본조사를 거쳐 탐색적 요인분석과 확인적 요인분석을 실시하였고 학습역량을 구성하는 하위요소와 진단문항의 모형의 적합도를 검증하였다. 그 결과 A대학의 학습역량으로 인지, 사회, 기술, 태도의 4개 역량 범주와 메타인지, 문제해결, 의사소통, 협력, 디지털리터러시, 자원관리, 학습동기, 학습윤리의 8개 학습역량이 도출되었다. 또한 23개의 하위역량과 74개의 진단문항이 개발되고 검증되었다. 본 연구를 통해 개발된 학습역량 진단도구는 학습자가 자신의 학습역량 수준을 더 잘 이해하고 성공적인 학습을 위해 개발해야 할 역량을 파악하도록 지원할 수 있을 것이다. 교수자는 수업 단위 내에서 학생들의 학습역량 수준을 파악하여 수업을 설계하기 위한 학습자 분석 자료로 진단도구 결과를 활용할 수 있을 것이다. 또한 대학 측면에서는 교과 영역과 비교과 영역에서 학습역량과 관련된 프로그램을 연결하고 학생의 학습역량 데이터를 기반으로 맞춤형 학생지원을 위해 학습역량 진단도구를 활용할 수 있을 것이다. This study aims to develop and validate a test suitable for learning measuring competencies of college students attending A University, located in Chungcheong province, Korea. The learning competencies were derived through an analysis of educational objectives as well as student characteristics at A University and by means of a thorough analysis of previous studies related to learning competencies. Furthermore, a three-round Delphi was conducted. To validate the test, exploratory factor analysis and confirmatory factor analysis were both conducted. As a result, four competency categories, namely cognition, sociality, skill, and attitude, along with eight learning competencies, namely meta-cognition, problem-solving, communication, cooperation, digital literacy, resource management, learning motivation, and learning ethics were derived. In addition, 23 sub-competencies and 74 questionnaire items were developed so as to measure the learning competencies. The test of learning competencies developed through this study can serve to support learners to better understand their level of learning competency and to identify those competencies which need to be developed for the sake of their future successful learning. For instructors, the result of students’ learning competencies can be utilized for a learner analysis when designing the course. For the university, it is possible to connect the learning competencies with regular curriculums and extracurricular programs to support students individually based on the data derived from the instrument used in measuring learning competencies.

Learning Styles and Perceived Usefulness of Online Tools for Accounting Princi

이은서,Mariah A 한국회계정보학회 2015 한국회계정보학회 학술대회발표집 Vol.2015 No.2

The learning styles of students and the usefulness of various learning tools are analyzed to determine whether accounting principles courses should be designed to match students learning styles. These results are compared with instructors perceptions to identify differences. Results of this study indicate that learning styles of students do not play a significant role in selecting the online learning tools. In fact, it is the hard copy textbook that students select as a learning tool in the accounting principles courses, regardless of their learning styles. Results of this study also indicate that students perceptions of the usefulness of the learning tools are different from instructors’ perceptions, suggesting that students use the learning tools more than required by instructors. Results also indicate that demographic variables might be better indicators of the perceived usefulness of the learning tools available to students. We conclude that the most important goal for instructor is to encourage the students to use the tools available and to keep students involved in their learning.

대학의 시간등록제 학습을 경험한 학습자의 학습동기가 학습자특성, 학습만족, 참여지속의도에 미치는 영향

이상우,오현성 국제문화기술진흥원 2024 The Journal of the Convergence on Culture Technolo Vol.10 No.3

현재 한국의 경우 저출산 고령화의 분위기에 따라 교육 대상층의 학습능력 향상에 관심이 높게 발생하고 있다. 인구가 줄어드는 딜레마는 결국 가용 가능한 인구자원의 활용성을 효율적으로 극대화 시킬 수 있는 방안이 마련되어야 한다는 부담을 유발한다. 이에 본 연구는 학습동기(활동지향동기, 학습지향동기)가 학습자 특성(학습가치, 학습효능감)과 학습만족에 미치는 영향을 탐색하고 결과적으로 평생학습 참여 지속의도(추천의도, 관계지속의도)에 어떤 영향을 주는지 실증 분석하였다. 분석결과, 학습동기는 학습만족에 유의미한 영향을 미쳤고, 이렇게 형성된 감정은 추천의도와 관계지속의도에 긍정적 영향을 미침을 발견하였다. 또한 학습지향동기는 학습만족과 학습자의 특성 모두에 유의미한 영향을 미쳤지만 학습효능감의 경우 추천의도에는 영향을 미치지 않음을 발견하였다. 본 연구는 학습자의 지향점과 개인의 성취방향 그리고 추천의도와 관계지속의도에 대한 전반적인 사항을 고려하여 관계유지 및 학습자의 특성에 기인한 교육체계의 기초를 제시하였다는 점에서 의의가 있다. Currently, in Korea, there is a growing interest in improving the learning ability of the education target group due to the low birth rate and aging population. The dilemma of a shrinking population ultimately causes the burden of having to come up with a plan to efficiently maximize the use of available population resources. Accordingly, this study explores the impact of learning motivation (activity-oriented motivation, learning-oriented motivation) on learner characteristics (learning value, learning efficacy) and learning satisfaction, and as a result, intention to continue participating in lifelong learning (recommendation intention, relationship continuation intention). As a results of the analysis, it shows that learning motivation had a significant effect on learning satisfaction, and the emotions formed in this way had a positive effect on recommendation intention and relationship continuation intention. In addition, the results show that learning-oriented motivation had a significant effect on both learning satisfaction and learner characteristics, but that learning efficacy had no effect on recommendation intention. This study is significant in that it presents the basis for an educational system based on relationship maintenance and learner characteristics by considering the learner's orientation, individual achievement direction, recommendation intention, and relationship continuation intention.

Learning Agent 활용 및 다중 경로 기반 모델 분할 전송을 통한 연합학습 개선

김민지,이동욱,권용우,이웅희 국제차세대융합기술학회 2024 차세대융합기술학회논문지 Vol.8 No.3

연합학습은 데이터를 중앙 서버에 모아서 학습하는 중앙집중식 학습과 달리 개별 기기에서 모델 학습을진행한 후 중앙 서버로 가중치들을 전송하는 분산식 학습 방식을 가진다. 따라서 개별 기기의 연산 성능과 통신 성능 및 상황이 모델 학습에 큰 영향을 끼칠 수 있으므로 적절한 기기와 통신 방식을 선택해야 한다. 하지만 기존 연합학습은 클라이언트 주위의 신뢰할 수 있는 가용 유휴 장치와 다양한 통신 및 다중 경로를 사용하지 않는 한계가존재한다. 이를 극복하기 위해, 본 논문에서는 Learning agent 활용 및 다중 경로 기반 모델 분할 전송을 통한 연합학습 개선 연구를 수행하였다. 시뮬레이션과 실제 장치를 활용한 실험을 통해 제안한 기법을 평가하였으며, 기존연합학습과 비교하여 제안한 기법을 활용한 경우 학습 시간의 감소 및 학습 성능의 향상을 확인할 수 있었다. Unlike centralized learning, federated learning has a distributed learning method that individual devices perform model training locally and then transmit weights to the central server. Therefore, the appropriate devices and communication methods should be selected as the computational and communication performance, and situation of individual devices can have a great impact on learning. However, the existing federated learning has limitations in not using various communications through multiple paths simultaneously and reliable and available idle devices around clients. To overcome this, in this paper, we conduct a study on improvement of federated learning using learning agent and multipath-based model split transmission. We evaluated the proposed technique through simulations and experiments using the real devices. The evaluation results show that the training time was reduced and the learning performance improved when the proposed technique was used compared to the existing method.

关于G-Learning在韩国汉语课堂的应用考察 — 以Kahoot!的问答游戏为中心

왕수 중국어문연구회 2023 中國語文論叢 Vol.- No.115

The digital age has brought about a series of changes. Against the background of the continuous integration of digital technology products and the teaching, the traditional classroom has begun to shift from a teacher-centered space to a student-centered space. The “digital natives”, who are born with digital technology, have become the main learners nowadays, and they are accustomed to using smart phones and tablets to learn. Therefore, E-Learning and its main branch, G-Learning, have come into being. G-Learning refers to complete teaching and learning through games. One of the most popular learning methods is the Kahoot! learning interactive platform. The Kahoot! learning interactive platform has been proven by many educators to improve students’ learning through classroom practices. However, in the Chinese classrooms in Korea, the Kahoot! is not very popular among teachers. The author examines the impact of Kahoot! on Korean learners by practicing it in Korean universities. Through interviews with students, this paper summarizes the applicability of Kahoot! in oral Chinese classes, and the advantages of Kahoot! include its easy operation, rich game elements, its applicability to a wide range of lessons and quizzes, and the automatic generation of result reports at the end of the game. Therefore, the use of Kahoot! brings a lot of convenience and fun to both teachers and students. In addition, since the ultimate goal of G-Learning is to improve learning performance, this paper provides a case study on a small number of students to learn about the changes in their academic performance before and after using Kahoot! by comparing the results of the pre- and post-tests. We believe that Kahoot! is conducive to stimulating students’ interest in learning, increasing their engagement in learning, and ultimately improving their academic performance. Of course, the changes in students’ performance may be affected by a number of factors, but we have to say that Kahoot! as a supplementary teaching tool has brought positive effects on teaching and learning.

국제합작투자에서 학습 딜레마와 파트너 기업간 신뢰

신동엽(Dongyoub Shin),권수라(Soora Kwon) 한국전략경영학회 2008 전략경영연구 Vol.11 No.2

본 연구는 합작투자와 같은 전략적 제휴에서 파트너 기업간 신뢰가 학습에 미치는 영향을 한국 기업과 외국 기업간의 국제합작투자를 대상으로 실증적으로 분석한다. 파트너로부터 경영 노하우나 기술 노하우를 학습하는 것은 전략적 제휴의 가장 중요한 목적으로 최근 강조되어 왔다. 그러나 학습은 파트너 기업간 역량의 상호보완성이라는 협력관계의 핵심 기반을 파괴함으로써 전략 제휴를 불안정하게 만드는 원인이 되기도 하는 딜레마를 가진다. 따라서 안정적인 협력관계를 유지하면서 동시에 파트너 기업간 학습이 역동적으로 발생하도록 하는 것이 제휴경영의 핵심 과제 중 하나이나, 어떤 요소가 이를 가능하게 하는지는 기존 연구들에서 명확히 밝혀지지 않았다. 본 연구에서는 파트너 기업간 신뢰가 학습딜레마를 극복할 수 있게 하는 핵심 기반이라는 전제하에, 신뢰를 다른 여러 변수들이 학습에 긍정적 영향을 미칠 수 있도록 연결시켜주는 매개변수로 보는 구조방정식 모형을 실증연구를 통해 검증한다. 이를 위해 모기업간 조직유사성, 자산특화성, 합작기업 자율성, 정보공유 등 네 가지 변수를 독립변수로 보고, 파트너 기업간 신뢰를 이들 독립변수들과 학습을 연결시켜주는 매개변수로 보는 구조방정식 모형을 설정하여 그 타당성을 140개 국제합작투자를 대상으로 분석하였다. 실증분석 결과, 이들 네 가지 독립변수들 중, 모기업간 조직유사성, 자산특화성, 합작기업 자율성 등 세 가지는 본 연구모형에서 예측했던 대로 학습에 직접적으로 긍정적 영향을 미치지는 못하고 신뢰의 매개작용을 통해서만 간접적으로 학습에 긍정적 영향을 미치는 것으로 나타났다. 반면 정보공유는 신뢰의 매개작용을 통한 간접효과와 직접효과를 모두 가지는 것으로 나타났다. 본 연구의 결과는 합작투자와 같은 전략적 제휴에서 파트너 기업간 신뢰가 학습의 딜레마를 극복할 수 있게 하는 중추적 매개변수라는 사실을 시사한다. This study concerns the role of trust in interorganizational learning in international joint ventures. The importance of learning has been recently emphasized as a core goal of strategic alliances, such as joint ventures. However, interorganizational learning often causes instability in cooperative relations by undermining the structural basis of the complementarity between partner firms, which is referred to as learning dilemma. Therefore, the simultaneous achievement of both dynamic learning and relational stability has been regarded as one of the most difficult challenges in alliance management. Based on the assumption that inter-partner trust will serve as a key solution to the learning dilemma in joint ventures, we empirically test a research model that considers trust as a mediating variable between independent variables and learning. In our research model, trust is treated as a mediating variable which relays the effects of four independent variables including asset specificity, information-sharing, joint venture autonomy, and partner similarity, to the dependent variable of learning. According to the results of our empirical analyses for a data-set on 140 international joint ventures, three independent variables - asset specificity, autonomy, and similarity - turned out to affect interorganizational learning only through the mediation of trust, whereas information-sharing was found to have both direct and mediated effects on learning. The findings of this study suggest that trust is a crucial mediator that enables participants of joint ventures to overcome the learning dilemma.

과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과

강지훈 ( Jihoon Kang ),김지나 ( Jina Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

본 연구는 초등학교 5∼6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데 목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(Ⅰ), 결과 확인(Ⅱ), 과학 개념 학습(Ⅲ)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에 미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 ‘SSCⅠ’ 및 ‘SSAⅠ’으로, 결과 확인 상황에서의 SSC 및 SSA를 ‘SSCⅡ’ 및 ‘SSAⅡ’로, 과학 개념 학습 상황에서의 SSC 및 SSA를 ‘SSCⅢ’ 및 ‘SSAⅢ’로 정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅠ·SSAⅡ·SSAⅢ가 낮을수록 높았으며, 지연학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅢ가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCⅡ가, 지연학습효과에는 SSCⅠ이 가장 많은 영향을 미쳤다. 또한 SSCⅢ가 높을수록 추가적인 자발적 학습을 하는 경향이 나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다. The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th∼6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as ‘SSCⅠ’ and ‘SSAⅠ,’ SSC and SSA in the situation of checking the results were defined as ‘SSCⅡ’ and ‘SSAⅡ,’ and SSC and SSA in the situation of learning science concepts were defined as ‘SSCⅢ’ and ‘SSAⅢ.’ In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCⅠ·SSCⅡ had a positive effect on the post- and the delayed post-learning effect, but SSAⅢ had a negative effect on the post- and delayed post-learning effect, SSAⅠ·SSAⅡ had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCⅡ had the most influence on the post-learning effect and SSCⅠ had the most influence on the delayed post-learning effect. As SSCⅢ increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students’ emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

A Critical Analysis of Learning Technologies and Informal Learning in Online Social Networks Using Learning Analytics

Audu Kafwa Dodo,Ezekiel Uzor OKike International Journal of Computer ScienceNetwork S 2024 International journal of computer science and netw Vol.24 No.1

This paper presents a critical analysis of the current application of big data in higher education and how Learning Analytics (LA), and Educational Data Mining (EDM) are helping to shape learning in higher education institutions that have applied the concepts successfully. An extensive literature review of Learning Analytics, Educational Data Mining, Learning Management Systems, Informal Learning and Online Social Networks are presented to understand their usage and trends in higher education pedagogy taking advantage of 21st century educational technologies and platforms. The roles of and benefits of these technologies in teaching and learning are critically examined. Imperatively, this study provides vital information for education stakeholders on the significance of establishing a teaching and learning agenda that takes advantage of today's educational relevant technologies to promote teaching and learning while also acknowledging the difficulties of 21st-century learning. Aside from the roles and benefits of these technologies, the review highlights major challenges and research needs apparent in the use and application of these technologies. It appears that there is lack of research understanding in the challenges and utilization of data effectively for learning analytics, despite the massive educational data generated by high institutions. Also due to the growing importance of LA, there appears to be a serious lack of academic research that explore the application and impact of LA in high institution, especially in the context of informal online social network learning. In addition, high institution managers seem not to understand the emerging trends of LA which could be useful in the running of higher education. Though LA is viewed as a complex and expensive technology that will culturally change the future of high institution, the question that comes to mind is whether the use of LA in relation to informal learning in online social network is really what is expected? A study to analyze and evaluate the elements that influence high usage of OSN is also needed in the African context. It is high time African Universities paid attention to the application and use of these technologies to create a simplified learning approach occasioned by the use of these technologies.

학습조직이 인지된 병원성과에 미치는 영향과 일터학습의 매개효과

조윤형 ( Yoon Hyung Cho ),최우재 ( Woo Jae Choi ),양복만 ( Bok Man Yang ) 한국인력개발학회 2012 HRD연구 Vol.14 No.3

본 연구는 병원을 대상으로 하여 학습조직이 인지된 병원성과에 미치는 영향력과 이들 사이의 관계에서 일터학습의 매개역할을 규명하는 것을 목적으로 하고 있다. 학습조직은 Watkins & Marsick(1993)의 연구를 참고하였으며 일터학습은 공식적, 비공식적 일터학습으로 구분하였다. 인지된 병원성과는 Kaplan &Norton(1996)이 제시한 균형성과표의 4가지 관점 중 재무적 관점과 고객관점으로 구분하였다. 가설검증을 위해 주효과 가설과 매개효과 가설을 설정하였다. 가설검증을 위한 실증분석 결과 학습조직은 인지된 병원성과 재무적 관점, 고객관점 모두에 긍정적인 영향력을 보이는 것으로 나타났다. 한편 공식적 학습은 인지된 병원성과 고객관점에 긍정적인 영향력을 보이고 있었으며 비공식적 일터학습은 인지된 병원성과 재무적 관점과 고객관점 모두에 긍정적인 영향력을 보이는 것으로 나타났다. 일터학습의 매개역할과 관련해서 공식적 일터학습은 매개역할을 수행하지 못하고 있는 반면에 비공식적 일터학습은 학습조직과 인지된 병원성과 고객관점과의 관계에서 매개역할을 하는 것으로 나타났다. 연구 결과의 함의, 시사점, 및 향후 연구의 제언은 결론 부분에 제시하였다. This study seeks to examine the effect of learning organization on perceived hospital performance and to investigate mediating effect of workplace learning on the relationship between learning organization and perceived hospital performance. Learning organization was measured by two dimensions of system connection and continuous learning refered from Watkins & Marsick(1993). Workplace learning was measured by two types of formal and informal learning developed by Choi & Jacobs(2011) and perceived hospital performance was two perspectives of balanced scorecard(Kaplan & Norton, 1996). A literature review on learning organization and workplace learning was built up to develop main effect and mediating effect hypotheses. A set of sample included 181 employees from 8 hospitals. The results showed that learning organization has impact on perceived hospital performance. That is, learning organization has positive impact on both financial performance and customer performance. As hospitals connect with external systems and establish learning systems, hospitals are likely to have better financial performances such as revenues and sales increase also customer such as patients and their family are more satisfied with services provided by establish stronger learning organization systems. In terms of mediating effects, it was revealed that informal learning mediates the relationship between learning organization and customer perspective of perceived hospital performance. Although learning organization directly influences perceived hospital performance, it also causes informal learning. Learning organization encourages employees, who work at hospital, to continuously spend their time in collaborating with others and reflecting themselves. Through these learning activities learning organization contributes hospital performance.

Learning Process Monitoring of e-Learning for Corporate Education

Do-Hun Kim,Hyojung Jung 한국유통과학회 2018 The Journal of Industrial Distribution & Business( Vol.9 No.8

Purpose – The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology – This study is a case study of learner's learning process in e-learning. After completion of the study, an in–depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results – In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.