유아교육기관의 원격부모교육에 대한 운영 실태와 원장의 인식 및 요구

하성희,전유영 한국어린이문학교육학회 2023 어린이문학교육연구 Vol.24 No.3

This study analyzed the operation status, the director's perception, and the demand of the early childhood education institution's remote parent education. The subjects of the study were 317 directors of early childhood education institutions located in Seoul and Gyeonggi-do, and frequency analysis and cross-analysis were conducted on the collected data. The results are as follows. First, as a result of examining the operation status of remote parent education, it was found that 53.6% of institutions conducted remote parent education after COVID-19. As for the method of remote parent education, most institutions conducted it in a “group interactive” manner. Second, as a result of examining the perception of remote parent education, the majority of directors responded that remote parent education was necessary. The most common reason that remote parent education was necessary was “because it can be taken anytime, anywhere.” The most common advantage of remote parent education was that “there are few restrictions on time and space,” and the disadvantage of remote parent education was that “there is a limit to relationship formation due to a lack of close interaction with parents.” In addition, a majority of the directors responded that even after COVID-19, remote parent education and face-to-face parent education will be conducted at a similar rate. Third, as a result of the director's demand for remote parent education, the external support needed to conduct remote parent education was to “develop and provide content suitable for remote education.” In remote parent education, “education on the role and parenting attitude of parents” was the highest, and “composition of attractive lecture contents that increase parents’ concentration” was the part that needed their own efforts. The results of this study are expected to provide guidance to new directions for parent education required in modern society.

코로나19로 촉발된 원격수업에 대한 소고

남미자(Nam, Mi-Ja) 비판사회학회 2020 경제와 사회 Vol.- No.128

올해 초 코로나19로 인해 초중고는 물론 대학의 개학이 연기되었다. 대부분의 대학들은 원격수업으로 수업을 시작했다. 이후 초중고 학교급에서도 코로나19가 장기화되면서 등교 개학을 미루고 온라인으로 먼저 개학을 했다. 유은혜 부총리 겸 교육부 장관은 ‘4차 산업혁명’ 시대에 부합하는 미래교육으로의 대전환으로 원격수업을 꼽았고, 원격교육 활성화를 교육 영역에서의 뉴딜 과제로 삼았다. 그러나 원격교육은 교육 방법가운데 하나일 뿐이다. 본고에서는 교육의 속성, 본질적으로 시대를 앞설 수 없는 교육이 어쩌다 미래와 만나게 되었는지, 원격교육이라는 방법에 치중하면서 무엇을 놓치고 있는지, 그래서 교육은 어디로 향해야 하는지를 살펴보았다. 실제로 비대면 원격교육은 코로나19 감염 상황에 의해 우연히 시작되었으며, 전면화 역시 코로나19의 감염 확대와 무관하지 않다. 아무런 준비 없이 시작되었으므로 일선 교육 현장에서는 혼란을 겪을 수밖에 없었다. 그럼에도 불구하고 정부는 비대면 원격교육을 미래교육의 핵심으로 정책을 추진하겠다고 발표했다. 미래교육으로서 비대면 원격교육이 강조되는 맥락은 개별 학생의 자율과 선택을 통한 개별화 교육의 가능성이다. 그러나 교육계에서 학생중심의 맥락에서 쓰이는 자율과 선택이라는 용어는 신자유주의 이데올로기에 뿌리를 두고 있으며, 그 기원은 1995년 5·31교육개혁에서부터다. 그때부터 교육정책은 자율과 선택이라는 신자유주의적 기조를 유지해 왔다. 신자유주의 이데올로기를 토대로 한 한국의 공교육은 능력주의와 조우하면서 개별 학생의 자율과 선택에 의한 결과를 개인의 능력으로 환원했다. 심지어 진보교육 진영에서도 교육을 통한 능력의 향상이 가능하다고 믿고 능력주의를 정의로운 것으로, 교육을 계층 이동의 수단으로 여겼다. 그런 과정 속에서 결과적으로 공교육은 공적 기능을 상실했고 지배 권력을 강화하는 도구로 전락했다. 더 늦기 전에 공교육의 본래적 의미를 묻고 교육 자체에 목적을 두려는 노력을 시작해야 한다. 공교육의 본래적 의미란 결국 존재를 위한 교육이고, 그것은 곧 각각의 존재들이 공생이라는 감각과 윤리를 바탕으로 ‘함께 좋은 삶’의 방향으로 자신의 삶을 전환해 가는 과정을 의미한다. Earlier this year, the Corona 19 delayed the opening of universities as well as elementary, middle and high schools. Most universities started classes by remote classes. Since then, the Corona 19 has been prolonged in elementary, middle and high school classes, delaying the start of school and starting school online first. Deputy Prime Minister and Education Minister Yoo Eun-hye cited remote classes as a major shift to future education in line with the era of the “the fourth industrial revolution,” and made the revitalization of remote education a new deal task in the field of education. However, remote education is just one of the methods of education. In this high school, we focus on the nature of education, how education that is inherently timeless, meets the future, and what we miss while focusing on the method of remote education. I looked at where it was, and so where education should be headed. In fact, non-face-to-face remote education was started by accident by corona 19 infection situation, and full-scaleization is also independent of the spread of corona 19 infection. It started without any preparation, so there was no choice but to be confused at the front-line training site. Nevertheless, the government announced that it would pursue non-face-to-face remote education as the core of future education. The context in which non-face-to-face remote education is emphasized as a future education is the possibility of individualization education through individual students’ autonomy and choice. But the term autonomy and choice, which is used in a student-centered context in education, is rooted in neo-liberalistic ideology. We have it, and its origin began in 1995 with the May 31 Education Reform. Since then, education policy has maintained its neo-liberalistic stance of autonomy and choice. Korea’s public education, based on neo-liberalistic ideology, has returned the results of individual students’ autonomy and choice to their individual abilities while encountering them. Even the progressive education camp believed that it was possible to improve their ability through education, and regarded education as a means of class mobility. In such a process, as a result, public education lost its public function and degenerated into a tool to strengthen its ruling power. Before it’s too late, we should begin an effort to ask the original meaning of public education and to aim at it itself. The original meaning of public education is education for existence after all, which means the process of each being turning their own lives into a “good life together” based on the sense and ethics of symbiosis.

녹화 동영상 강의와 메타버스 강의에 따른 대학생들의 기업가정신 교육의 효과성 비교

박미정,이철규 한국창업학회 2022 한국창업학회지 Vol.17 No.3

Universities continue to be confused due to unstable academic management, with non-face-to-face situations becoming frequent due to the COVID-19 social distancing policy and guidelines for preventing the spread of quarantine authorities. Most universities are actively using distance education along with some face-to-face classes to minimize educational gaps. Generally operated remote education is non-real-time education for taking recorded video lectures and real-time education using video conferencing platforms such as ZOOM. However, in the case of recorded video classes, it is difficult to grasp the learner's sincerity and participation in the class, and side effects such as "zoom fatigue syndrome" are also raised in the ZOOM class, showing many problems in existing remote education. Therefore, this study aims to provide a new method of remote education that can compensate for the problems of existing remote education by comparing the effectiveness of the existing remote education method, recording video class, by conducting entrepreneurship education using 'metabus', a rapidly growing field of offline activities in the non-face-to-face era. According to the empirical analysis of this study, first, the meta-bus class improved entrepreneurship compared to the recorded video class. Second, it was found that recorded video classes only affect entrepreneurship competency. Third, it was found that metabus classes had an effect on entrepreneurship propensity, entrepreneurship competency, and entrepreneurship will. The implications of this study are that generation Z, which handles ICT technology well, prefers different learning experiences, and tends to demand game experiences, needs to be meaningfully considered that classes on metabuses using avatars provided play and fun elements. In addition, as it has been empirically identified that the educational effectiveness of Metaverse is high, it is necessary to design classes to increase learners' participation by using Metaverse' function to communicate with learners in real time and link external collaboration tools suitable for each subject. The contribution of this study is that as a new alternative to enhancing the effectiveness of distance education in a rapidly changing era along with the spread of non-face-to-face culture, classes using ‘Metaverse’ that can overcome space limitations can be expected. 코로나19로 인한 사회적 거리 두기 정책으로 비대면 상황이 빈번해지고 방역당국의 확산 방지를 위한 가이드라인이 수시로 변경되는 등 대학들은 불안정한 학사운영으로 혼란스러운 상황이 지속되고 있다. 대부분의 대학들이 교육 공백의 최소화를 위해 일부 대면 수업과 함께 원격교육을 적극 활용하고 있다. 일반적으로 운영되는 원격교육은 녹화 동영상 강의를 수강하는 비실시간 교육과 줌(ZOOM)과 같은 화상회의 플랫폼을 활용한 실시간 교육이다. 그러나 녹화 동영상 수업의 경우 학습자의 수업에 대한 성실도와 참여도 등에 대한 파악이 어렵고, 줌(ZOOM) 수업에서도 ‘줌 피로 증후군’과 같은 부작용이 제기되는 등 기존 원격교육에서의 많은 문제점들이 나타나고 있다. 이에 본 연구에서는 비대면 시대의 오프라인 활동의 대안으로 급격히 성장하는 분야인 ‘메타버스’를 활용한 기업가 정신교육을 실시하여 기존 원격교육 방식인 ‘녹화 동영상’ 수업과의 효과성을 비교하여 기존 원격교육의 문제점을 보완할 수 있는 새로운 원격교육의 방식을 제시하고자 한다. 본 연구의 실증분석에 따르면 첫째, 메타버스 수강 집단이 녹화 동영상 수강 집단에 비해 기업가정신이 더 향상되었다. 둘째, 녹화 동영상 수업은 기업가정신 역량에만 영향을 주는 것으로 나타났다. 셋째, 메타버스 수업은 기업가정신 성향, 기업가정신 역량, 창업의지 모두에 영향을 주는 것으로 나타났다. 본 연구의 시사점은 ICT 기술을 능숙하게 다루며 기존과는 다른 학습의 경험을 선호하고, 게임적 경험을 요구하는 경향을 가진 Z세대에게 아바타를 활용한 메타버스에서의 수업이 놀이와 재미 요소를 제공하였다는 부분을 의미 있게 고려해 볼 필요가 있다. 또한 메타버스에서의 교육 효과성이 높다는 것이 실증적으로 규명된 만큼 메타버스의 기능을 활용하여 학습자와 실시간으로 소통하고 각 과목의 특성에 맞는 외부 협업 툴을 연동하여 학습자의 참여도를 높일 수 있도록 수업을 설계할 필요가 있다는 것을 강조할 수 있다. 본 연구의 기여점은 비대면 문화의 확산과 더불어 빠르게 변화하는 시대에 원격교육의 효과성을 높이기 위한 새로운 대안으로 공간의 한계를 극복할 수 있는 메타버스를 활용한 수업을 새롭게 제시하였으며 이는 기존 원격교육의 문제점과 부작용을 보완하는 역할을 기대할 수 있을 것이라는 점이다.

코로나19 상황에서 소방공무원을 대상으로 한 비대면 실시간 교육 만족도에 관한 연구

백민호,박진찬 한국재난정보학회 2022 한국재난정보학회 논문집 Vol.18 No.1

Purpose: After COVID-19, changes in the educational ecosystem took place, and fire service academy education system have shifted from face-to-face into non fact-to-face . So, the educational effect of fire officials is decreased and the satisfaction level is also decreased. In this study, we want to examine the current status of non-face-to-face real-time remote education and supplement the problems to improve the educational methods, the educational environment, etc. Method: This study is an independent variable that affects non-face-to-face real-time remote education, consisting of education system environment, self-efficacy of computers, contents (education contents, structure, design, etc.), and proper interaction. A dependent variable was selected with satisfaction for non-face-to-face real-time remote education. In addition, it was selected and analyzed as an active property of learning motivation and learning attitude as control variables. Result: The better the content and the more active the learning motivation and the attitude toward learning, the higher the satisfaction of non-face-to-face real-time remote education, and the more active the learning motivation and the attitude toward learning, the more positive the computer self-efficacy and the satisfaction of learning Conclusion: In order to increase the satisfaction of non-face-to-face real-time education due to COVID-19, education designers or professors need to provide non-face-to-face education contents that can increase the aggressiveness of their learning motivation and learning attitude, and to increase the satisfaction of education for learners by increasing computer self-efficacy through pre-education of non-face-to-face education systems. 연구목적: 코로나바이러스감염증-19(COVID-19) 이후 교육생태계의 변화가 일어났고 소방학교 역시 대면교육을 비대면 교육으로 전환 되었다. 이로 인해 교육생(소방공무원)의 교육효과는 떨어지고 만족도 역시 낮아지고 있다. 본 연구에서 비대면 실시간 원격교육의 현 실태를 살펴보고 문제점을 보완하여 이에 맞는 교육방법, 교육내용, 교육환경 등을 개선하고자 한다. 연구방법: 본 연구에서는 비대면 실시간 원격교육에 영향을 미치는 독립변수로 시스템 환경운영, 컴퓨터의 자기효능감, 콘텐츠(교육내용, 구조, 설계 등), 적절한 상호작용으로 구성하였고, 종속변수로는 비대면 실시간 원격교육 만족도로 선정하였다. 이러한 독립변수와 종속변수에 사이에 조절변수로 학습동기와 학습태도의 적극성을 추가 구성하였다. 연구결과: 콘텐츠가 좋고 학습동기와 학습태도의 적극적 일수록 비대면 실시간 원격교육의 학습만족도가 높아졌고, 학습동기와 학습태도의 적극성이 높아지면 컴퓨터 자기효능감도 학습만족도에 긍정적 영향을 미칠 수 있다는 결과를 도출하게 되었다. 연구결론: 코로나바이러스감염증-19(COVID-19)으로 인한 비대면 실시간 교육만족을 높이기 위해 교육설계자 혹은 교수자는 학습동기와 학습태도의 적극성을 높일 수 있는 비대면 교육콘텐츠를 제공해야하고 비대면 교육시스템에 대한 사전교육을 통해 컴퓨터 자기효능감을 높여 학습자의 교육 만족도를 높여야 할 필요가 있다.

김정은 시대전민과학 기술을 통한 인재화의 꿈

김은정 건국대학교 인문학연구원 2023 통일인문학 Vol.96 No.-

In this study, we attempt to derive the differences between existing and current educational models, with a focus on North Korea's higher education system. To this end, we would like to look at the changes in North Korean education, including distance education and remote testing. It was found that the reform of North Korea's education system occurred after the administrative system had been reformed. While the Kim Jong-il era aimed to develop science and technology to foster scientists, engineers, and experts, the Kim Jong-un era seeks to strengthen higher education while advocating for scientific education and human resource development. Beginning in 2012, educational methods have sought to shift away from existing principle education to practical education in order to qualitatively guarantee the goal of global educational development. Distance education is at the center of practical education. The main characteristics of education in Kim Jong-un’s era include the educational revolution which raises the level of education, the spread of remote education through integration, the structural reform of universities, and the informatization of knowledge through remote exams. Since the opening of the Science and Technology Center, distance education in North Korea seems to have become common. It can be seen that North Korea is currently accelerating the development of remote education programs, as well as programs and teaching plans to evaluate and educate teachers and professors to assess the quality of education.

인터넷上의 著作權保護 및 著作權法 제25조의 問題點

黃根洙(Hwang Keun-Soo) 한국법학회 2008 법학연구 Vol.29 No.-

최근 들어 情報通信기술의 발전에 따라 著作權法上의 문제가 야기되고 있다. 이들 중 학교교육의 변화에 따른 저작권법상 문제는 더욱 심각하다. 특히, 著作權法 제25조 제1항 및 제2항은 學校敎育의 목적에 이용하는 경우 저작권제한을 규정하고 있는 바, 이는 저작권자의 著作物을 보호하고 정보화사회에서 이에 대한 이용가능성을 보장하는 것인지 어떤지가 문제된다. 과거의 교육자료는 교과서가 중심이 되었으나, 情報化社會에서는 인터넷상의 원문자료(Text-book)에 의해 가능하게 되었다. 이에 따라 저작권소유자에 대하여 인터넷을 통한 學校敎育 목적상의 방송 및 전송에서 제한할 필요가 있다. 한편, 학교교육의 변화에 따라 電子교과서가 학교교육 과정에서 著作物에 해당된다고 할 경우, 발행부수 내지 그에 대한 가격산정 또한 전자교과서에 대하여는 저작권법상 합리적으로 조정되어야 한다. 나아가, 원격학교 등 교육시설(특별법상의 교육시설(저작권법 제25조 제2항))의 등장에 따라 동조에서 이를 규정하여야 할 것이며, 이에 이용되는 著作物이 누구의 것인가에 대하여는 敎育者의 共同著作物l로 보아야 할 것이다. 이와 같이 정보화사회에 있어서 인터넷상 저작권소유자와 교육자 사이 저작권법 제25조를 둘러싸고 많은 충돌이 야기되고 있다. 이러한 문제들은 인터넷의 특성에 비추어 볼 때, 장차 넓은 범위의 영역에서 보호되는 방향으로 해결되어야 할 것이며, 정부차원에서도 著作權과 敎師의 敎育權 사이 충돌을 해결할 정책적인 배려가 요구된다. Nowadays, many questions have been arisen on protection and restriction in Copyright Law by development of information and communications. All of them, school education is changing, but Korean Copyright Law doesn't meet the questions. On korean Copyright Law §1, one hand The law protects the copyright holder, the other hand it restricts the copyright in order to develop korean culture. In this circumstance, there are many questions on the conflict of the right of copyright holder and of copyright user. In particular, Korean Copyright Law §25②③ regulated the restriction of copyright on the point of using school education purposes in Korea. This is questioned in whether the regulation could warrant copyright writing and utilization possibility in information oriented-society or not. First, The question is variable of teaching and learning method. It is possible that teaching and learning method becomes variable by schoolbook and text-material through Information Communication Technology(ICT) in information oriented-society. Therefore, the right of copyright holder have to restrict at broadcasting and transmission in using school education. Second, education course and educating school book are changing. If the electronic school book includes in copyright writings to educating text book by education course change, circulation issue and price calculation need to be revised for electronic book rationally in Copyright Law. The last, new shaped-school, ego. the Remote School appears recently. If the Remote School[University] is an educational facility(Copyright Law §25② 'Educational Facility on Special Law'), the Article had better codify educational facilities by 'elementary Education Law, advanced Education Law or life-long Education Law' on the present korean Copyright Law. Moreover, whose educational contents writing producted by remote education is owned. Remote education teaching must be a collaboration writing. Otherwise, the supervision and the control of University Authority infringe the freedom of education teaching and expression. In present Information Society. There are many conflicts between the copyright holder and the teacher(his education right) in the Copyright Law §25 by school educational circumstance variety(Remote School etc.) on Internet. These problems must solve to widen the protection extent on the Copyright Law §25 and futhermore governmental service need to solve the conflict between the copyright and the education right in the future.

장애학생 원격교육 플랫폼 활용에 대한 특수교사의 인식 및 요구: 열린배움터를 중심으로

김동규 대구대학교 한국특수교육문제연구소 2023 특수교육저널 : 이론과 실천 Vol.24 No.3

[목적] 본 연구는 장애학생 원격교육 플랫폼인 열린배움터의 활용 활성화를 위해 열린배움터를 사용하는 특수교사의 인식과 요구를 알아보는 데 목적이 있다. [방법] 문헌 및 선행연구를 참고하여 설문지를 개발하였고, 온라인 방식을 통해 특수교사 154명을 대상으로 설문조사를 실시하였다. 응답결과는 빈도분석과 교차분석()을 실시하였다. [결과] 본 연구의 결과는 첫째, 열린배움터의 필요성은 코로나19시기와 그 이후 시기 모두 높게 나타났으나, 열린배움터에 대한 활용 여부는 낮게 나타났다. 열린배움터 활용을 위한 특수교사의 역량 준비는 보통 수준이었으며, 열린배움터 활용이 장애학생 학습 및 디지털 역량 향상에 대해서는 긍정적으로 인식하고 있었다. 열린배움터를 활용한 수업 유형은 ‘교사 중심 수업’, 활용하는 방법으로는 온·오프라인 교육활동 연계하는 방법이 가장 높았다. 둘째, 열린배움터 주요 기능 및 인프라 구축에 대한 만족도는 긍정적으로 나타났다. 열린배움터 시스템 및 주요 기능 개선사항으로 ‘장애학생 특성을 반영한 맞춤형 학습 프로그램 개발 및 탑재’로 나타났고, 인프라 개선사항으로는 ‘콘텐츠 개발·보급’, 정책 관련 개선사항으로는 ‘적절한 교재 개발·보급’ 등으로 나타났다. 특수교사에게 열린배움터 활용을 위해서‘콘텐츠 활용 역량’이 가장 필요한 것으로 나타났다. [결론] 특수교육현장에서 열린배움터 활용을 활성화하기 위해 특수교사의 인식과 요구에 기초하여 시사점을 제시하였다. [Purpose] This study investigates the perceptions and needs of special education teachers regarding a remote education platform for students with disabilities, termed an “Open Learning Platform.” [Method] A survey was developed based on the findings of a literature review and prior research, and 154 special education teachers responded to the survey. Their responses were analyzed using frequency analysis and cross-tabulation. [Results] The survey revealed, firstly, that the need for an Open Learning Platform was high during the COVID-19 period and remains high afterward, but the actual utilization of one is low. The readiness of special education teachers to use an Open Learning Platform is average, though they perceive its use positively in terms of improving the learning and digital capabilities of students with disabilities. The most common type of class using an Open Learning Platform is teacher-centered, and the most frequently used method for adopting such a platform is the combination of online and offline educational activities. Secondly, the teachers were satisfied with the main features and infrastructure of a proposed Open Learning Platform. The suggested improvements for the system and its key features were the development and inclusion of customized learning programs reflecting the characteristics of students with disabilities. For infrastructural improvement, the development and distribution of content were highlighted, and in terms of policy-related improvements, the development and distribution of appropriate textbooks were emphasized. For special education teachers, the ability to utilize content was the top criterion for the utilization of an Open Learning Platform. [Conclusion] This study captured the perceptions and needs of special education teachers, with implications for how best to promote the active use of an Open Learning Platform in the field of special education.

원격교육의 시스템 구축 및 운영전략 연구 - 테크놀로지 구현 및 운영상 현실을 중심으로 -

원경인 ( Keong In Won ) 한국정보디자인학회 2004 정보디자인학연구 Vol.7 No.-

For the activation of Internet remote education, humanware supporting educational development, performance, evaluation and management and underware structure factors which can be considered to be fundamental factors in the aspect including the conversion of law, system or cognition as well as the hardware factors such as the computer and communication network used for the educational course, software factors related to the operational systems such as learning materials, courses and material instruments are demanded and the efforts to integrate and apply these factors harmoniously are required. On the other hand, the on-line remote education is not only a counterproposal but also the beginning of a new problem. There are problems which can be solved by the remote educationand those newly caused by the education. The on-line lecture is not a lecture to be opened like a fashion but should be decided carefully considering the conditions of professors, effectiveness of lectures and the supporting conditions of schools. On its extension line, the teaching design rises as an important problem. In the remote education, the teaching design should be prepared in a way to induce the self-directed learning of students. But this is not an easy problem at all because in case of the lectures performed in lecture rooms, this problem is a problem which cannot be solved for a long time of period and the on-line lecture itself is not a solution to this problem. Education is an activity to be performed by individuals as the main body. The remote education is a method to education. Accordingly, the problem to extend the learning ability of professors and students should be considered above all and for this, the discussion how to utilize the remote education should be made. Through the professor`s role as a guide to help learners, the learner`s positive function as a participant, the effort of each learner to promote interaction and the formation and preservation of a social community, the mutual exchange of a individual`s fixed viewpoint or standpoint with various standpoint can extend the scope of a viewpoint and standpoint and enable deeper consideration and learning.

원격교육과 교육공학의 과제

김현진 ( Hyeonjin Kim ) 한국교육공학회 2020 교육공학연구 Vol.36 No.S

2020년의 코로나바이러스감염증-19(COVID-19, 이하, 코로나19)로 인해서 원격교육에 대한 관심이 높아졌다. 원격교육이 시작된 1800년대 이래 원격교육은 발전되고 확장되었다. 원격교육은 전통적인 면대면 교육의 보완이며 일부 교수자와 학생에 적용되는 제한된 사례이었다. 2020년 코로나19 대응의 원격교육은 보완적이고 제한적인 사례를 초·중등 학교교육과 대학교육 전체로 확대하였다. 이러한 배경에서 본 연구의 목적은 원격교육의 정의와 연구를 통해 이 분야의 지식기반을 탐색해보고 이를 기초로 코로나19 더 나아가 코로나 이후 교육공학 분야의 원격교육에 대한 과제를 제시하는 것이다. 이를 위해 원격교육의 다양한 정의와 용어를 분석하여 개념의 확장성을 보았고, 원격교육의 정의에 내재된 요소와 원격교육 체제모델을 통해 원격교육의 운영요소를 파악함으로써, 원격교육의 특징을 파악하였다. 원격교육의 정의와 요소는 초기 원격교육의 맥락, 교육기관 중심과 산업화 모델 등을 반영한다. 이러한 개념이 현재 특히, 코로나19와 그 이후 새로운 일상으로서 원격교육의 맥락과 연계되기 위해서는 새로운 패러다임이 필요하다. 한편, 교육공학 연구 속에서 원격교육 관련 연구의 동향을 살펴보았는데, 이러닝 주제, 대학생 대상 교육, 활용영역 연구, 학습자에 대한 연구, 상호작용 및 학습과정의 연구가 주를 이룬다. 이를 기초로 교육공학 분야에서의 원격교육 연구를 탐색하고, 포스트 코로나 시대에 원격교육에 대한 교육공학의 과제를 테크놀로지, 콘텐츠, 상호작용 측면에서 제안하였다. Since distance education began in 1800s, distance education has developed and expanded. Distance education has been a complement to traditional face-to-face education and has been a limited case applied. Distance education due to Corona 19 in 2020 expanded complementary and limited cases to the entire public education and university education. Therefore, the purpose of this study is to explore the knowledge base in this field through the definition and research of distance education, and based on this, to present the tasks for distance education in the field of educational technology in the post-Corona era. To this end, various definitions and terms of distance education were analyzed, and the characteristics of distance education were explored by identifying the elements within the definition of distance education and the operating elements of distance education through the distance education system model. The definition and elements of distance education reflect on the earlier context of distance education, for example, institution based education and industrialized education. A new paradigm is needed in order for this concept to be linked to the context of distance education as a new everyday life, especially for Corona 19 and after. Meanwhile, the trend of distance education-related research was examined in the Korea Society for Educational Technology, and summarized mainly e-learning topics, education for college students, research on utilization areas, research on learners, interaction and learning process. Based on this, research on distance education in the field of Educational Technology was explored, and the task of Educational Technology for distance education in the post-Corona era was proposed in terms of technology, contents, and interaction.

육군 군무원 보수교육과정의 개선방안 연구

김민혁,김송현 광운대학교 방위사업연구소 2023 선진국방연구 Vol.6 No.3

The continuing education program for military personnel aims to provide mission execution abilities that correspond to their rank and position, as well as equip them with specialized knowledge and job performance abilities at an advanced level. This is a critical educational process for cultivating professional personnel. However, there are areas that require improvement. Therefore, this study conducted surveys, on-site inspections, expert interviews, and literature reviews to identify problems in the continuing education program for military personnel and propose solutions to address them. The issues identified and the corresponding solutions are as follows: First, education programs that have not been developed should be established in consideration of the capabilities of military schools, or external education agencies should be commissioned to provide proper education. Second, the educational period problem can be addressed by shortening the current period or strengthening remote education to reduce in-person education sessions. Third, the curriculum should be developed by periodically calculating the educational effects, importance, and understanding of each subject, and the decision to include one subject in the next education program should be made based on this analysis. Finally, remote education should be converted into a participatory, two-way learning approach that emphasizes learner-centered education and expanded through Internet-based remote education. In addition to these proposed solutions, further research is needed to compare the continuing education systems for military personnel in the army, navy, air force, and Ministry of National Defense, as well as to compare military personnel education systems in the United States. Further research is also needed to conduct detailed analytical studies on continuing education programs for each military personnel rank, considering the military education environment, and develop an education evaluation model.