메타버스를 활용한 학습공동체 활동이 대학생의 메타버스 리터러시와 학습몰입도에 미치는 영향

나은창 연세대학교 교육연구소 2024 미래교육학연구 Vol.37 No.1

The aim of this study was to analyze the metaverse literacy and learning immersion. We examined the metaverse literacy of 22 university students. We analyzed the significant variables that affected the effectiveness of their learning commitment. We also investigated the differences in learning commitment based on the levels of metaverse literacy and analyzed learning activities. The study’s results revealed the following: First, there was a noticeable improvement in metaverse literacy, which included aspects such as self-identity, self-learning, digital communication, and virtual collaboration. Second, virtual collaboration and digital communication had a significant influence on learning immersion. Third, the higher the metaverse literacy level, the deeper the learning immersion experienced by the students. Fourth, within the metaverse environment, learners engaged in immersive activities and discussions. This study is pivotal as it gauges the effectiveness of community learning activities conducted within the metaverse by linking them with both metaverse literacy and learning immersion.

대학 성과지표 및 KPI 개발과 차등 가중치를 반영한 평가 모형 제시: Rasch 모형 및 Extended-Angoff 적용 중심으로

나은창,송명식,박상우 (사)한국대학교육협의회 2024 고등교육 Vol.7 No.2

This study aims to propose an integrated performance indicator and KPI development model for university, incorporating differentiated weighting based on difficulty levels. Performance indicators were developed through a Delphi survey at C University in the Honam region of Korea, and responses from university faculty members were analyzed using the Rasch model to select key performance indicators (KPI). Subsequently, weights for each performance indicator were derived based on difficulty values by employing the Extended-Angoff method, presenting an evaluation model. The findings of the study are as follows. First, this research is significant because it comprehensively identified university performance indicators, covering areas such as curriculum, educational quality, management values, and community contribution through 11 indices and 45 performance indicators. Second, among the 45 university performance indicators, 23 KPIs were simultaneously derived by applying the Rasch model to reflect the opinions of university members. This approach is distinct in that it incorporates input from the entire university community, rather than relying solely on a few expert leaders or administrators. Third, the levels of difficulty analyzed by the Rasch model were used to derive weights using the Extended Angoff method, resulting in an evaluation model for performance indicators. This approach is significant because it demonstrates a systematic and logical progression from the analysis and development of performance indicators to their evaluation.

대학생의 동료 튜터링 프로그램 참여와 학업성취 수준에 따른 자아효능감, 학습동기 및 자기주도학습 능력 차이 분석

나은창 충남대학교 교육연구소 2023 교육연구논총 Vol.44 No.2

The aim of this study is to analyze the differences in university students’ self-efficacy, learning motivation, and self-directed learning according to their participation in peer tutoring program and their level of academic achievement. A total of 138 university students were divided into several tutoring participation and academic achievement levels. Self-efficacy, learning motivation, and self-directed learning scores were measured. First, the average scores for self-efficacy, learning motivation, and self-directed learning of the group participating in tutoring were higher than those of the non-participating group. This indicates that universities improve not only academic achievement, but also motivation, self-efficacy, and self-directed learning. Second, self-efficacy, learning motivation, and self-directed learning scores were directly correlated with level of academic achievement. Third, the level of academic achievement and tutoring participation in self-directed learning had an interactive effect. These results suggest that self-directed learning skills can be improved through tutoring activities that allow colleagues or students to share, teach, and learn information, as opposed to simply engaging in individual learning. This study is significant in that it confirmed the effectiveness of the tutoring program according to the level of academic achievement. The present study’s research results confirmed the effectiveness of tutoring according to the level of academic achievement and suggested that tutoring can improve self-efficacy, learning motivation, and self-directed learning. 본 연구는 대학생의 튜터링 참여 여부와 학업성취 수준에 따라 자아효능감, 학습동기, 자기주도학습 능력의 효과성에 대한 집단 간 차이를 분석하는 데 목적이 있다. 이를 위해 A대학 재학생 138명을 튜터링 참여 여부와 학업성취 수준으로 구분하여 자아효능감, 학습동기, 자기주도학습 능력 점수를 측정하였다. 연구결과를 제시하면 다음과 같다. 첫째, 튜터링 참여집단의 자아효능감, 학습동기, 자기주도학습 능력의 평균 점수가 튜터링 미참여 집단보다 높게 나타났으며 집단 간 차이는 통계적으로 유의하였다. 따라서 대학에서는 학업성취도 뿐만 아니라 학생들의 학습동기와 자아효능감을 향상하는 동시에 자기주도적인 역량을 높여주려는 노력이 중요함을 알 수 있다. 둘째, 학업성취 수준에 따른 자아효능감, 학습동기, 자기주도학습 능력 점수는 학업성취 수준 상집단, 중집단, 하집단 순으로 높게 나타났으며 집단 간 차이는 통계적으로 유의하였다. 셋째, 학업성취 수준에 대한 자기주도학습 능력의 평균 차이는 튜터링 참여에 따라 상호작용 효과가 있는 것을 확인하였다. 이러한 결과는 개별학습보다는 동료 및 선·후배 간의 학습정보를 공유하고 가르치고 배우는 튜터링 활동을 통해서 자기주도학습 능력이 향상될 수 있음을 시사한다. 이상의 연구 결과에서 본 연구는 튜터링의 학업성취 수준에 따라 효과성을 확인하였다는 점에서 의의가 있으며, 튜터링을 활용한 학습이 자아효능감, 학습동기, 자기주도학습 능력을 향상할 수 있다는 시사점을 제시하였다.

대학의 원격교육 질 향상을 위한 교수자 역량 및 요구도 분석

나은창 인문사회 21 2023 인문사회 21 Vol.14 No.3

The aim of this study is to analyze the needs by deriving instructor competency to improve the quality of distance education and analyzing the needs. After drawing a draft of the competency of distance education instructors through literature analysis, validation work was conducted through exploratory factor analysis, and the priority of competency was selected. Nine variables appeared as instructor competencies, followed by “application of teaching methods and strategies”, “setting learning goals”, and “ability to utilize media.” Instructor competencies that strengthen teaching methods and strategies, learning goals, and media utilization skills are required. and it is necessary to apply a environment that reflects these needs. In the future, it is necessary to conduct follow-up studies on the competency model that can strengthen the competencies derived from this study.

이중자극 유형과 스캐폴딩이 대학생의 자발적 사고와 문제해결력에 미치는 영향

나은창,김회수 한국교육공학회 2023 교육공학연구 Vol.39 No.2

This study seeks to verify the influence of double stimulation types and scaffolding on university students’ volitional thinking and problem-solving skills. Double stimulation is a tool that enhances a learner’s volitional thinking. A total of 70 university students were separated by three experimental groups and one control group, and their task was to plan to solve the problems of today’s democratic civil society based on the contents of the French Revolution. While double stimulation is not directly linked to the French Revolution, it acts as a hint to promote volitional thinking to resolve the said issues. The contents of the Donghak Peasant Movement were presented as double stimulation. Findings showed higher scores by the double stimulation group in both voluntary thinking and problem-solving skills as opposed to the scaffolding group, and these results were statistically significant. However, this study could not confirm the results for volitional thinking and problem-solving scores in the representation and exploration evaluation stages according to the type of double stimulation. These findings are meaningful in that they indicate that double stimulation does not change the learner according to the instructor’s strategy but rather can be used as an intervention framework for solving problems independently. This research provides several implications in terms of double stimulation teaching strategies and media development within the learner’s problem-solving process.

대학기관연구(Institutional Research)의 문화역사적 활동체제 분석 및 제언

나은창,박상우 전남대학교 교육문제연구소 2024 교육연구 Vol.46 No.3

본 연구는 활동이론 관점에서 IR 조직의 활동체제와 구성요소 간의 모순을 분석하여, 대학 IR의 체제적 발전과 효율성 제고의 방향성을 제시하는데 목적이 있다. 대학의 IR 조직을 신설하여 운영한 전문가 5인의 심층 면담을 통해 수집된 자료를 바탕으로 문화 역사적 활동이론 관점에서 주제 분석법을 적용한 후, 평가자 간 일치도 검사를 실시하여 IR 조직의 활동체제를 분석하였다. 연구 결과 세 가지의 IR 조직의 활동체제에 대한 모순이 유형화되어 나타났다. 첫째, IR 조직 정체성 확립 과정에서 나타나는 모순, 둘째, 데이터 소통 체제 어려움에서 나타나는 모순, 셋째, 정보전산시스템, 재정문제로 나타나는 체제적 모순이 있음을 확인하였다. 이를 바탕으로 본 연구는 IR 조직의 개선 방향으로 활동체제 간의 모순을 극복하기 위한 체제적 변화, 체계적 평가모형 운영, 대학 정보공시 분석, 소규모 대학 성과관리 방안 등을 제언하였다. 이러한 본 연구 결과는 기존 IR 조직 연구에서 제시하지 않은 활동이론을 바탕으로 방향성을 제시하여 학술적 시사점을 가진다는 점에서 연구의 차별성이 있다. 또한, IR 조직의 활동체제가 갖는 모순을 극복하여 IR 조직이 발전하는 구체적인 체제의 방향성을 제시하였다는 점에서 의의가 있다. 본 연구 결과는 IR을 도입하고자 대학을 대상으로 IR 관련 이론적 지식과 경험적이고 확장적인 조직의 학습경험을 제공한다는 점에서 시사점을 가진다. The aim of this study is to propose directions for improving the efficiency of introducing IR(Institutional Research) by configuring the activity system of an IR organization from the perspective of Engestrom's activity theory. Data collected through inᐨdepth interviews with five experts who operated a newly established IR organization were analyzed from the perspective of culturalᐨhistorical activity theory. The data, segmented according to the six steps of thematic analysis as utilized by Braun and Clarke (2006), were analyzed and the credibility of the data was ensured through triangulation among evaluators. The analysis revealed three types of contradictions and conflicts categorized by stakeholders. First, contradictions and conflicts emerging during the process of establishing the identity of the IR organization. Second, contradictions and conflicts arising from difficulties in data communication systems. Third, contradictions and conflicts arising from information systems and financial issues. By proposing directions based on theories not previously presented in IR organizational studies, this research provides academic implications and practical implications for universities seeking to introduce IR by offering specific directions for organizational systems.

대학성과지표 및 KPI 개발 연구 (Rasch 모형 및 Extended-Angoff 방법 중심으로)

나은창,박상우 한국교육행정학회 2024 한국교육행정학회 학술연구발표회논문집 Vol.2024 No.11

인공신경망 분석을 통한 교육소외 청소년의 교육포부 미결정 예측모형 분석과 교육적 처치 방향 탐색

나은창 한국교육정보미디어학회 2024 교육정보미디어연구 Vol.30 No.6

본 연구는 교육소외 청소년의 교육포부 미결정성에 영향을 주는 예측변수를 분석하고, 교육포부 미결정 학생을 잠재집단으로 분류하여 교육적 처치 방안을 제시하는데 목적이 있다. 이를 위해 삼성꿈장학재단 교육소외 아동청소년 종단연구의 2023년 사후 자료를 활용하였고, 분석 방법은 인공신경망 분석과 잠재프로파일 분석을 적용하였다. 결론 및 시사점은 다음과 같다. 첫째, 교육소외 청소년의 교육포부 결정과 미결정을 예측하는 중요변수는 자기결정성으로 분석되었다. 이는 자신의 삶을 스스로 통제하고 결정할 수 있다는 믿음이 교육포부를 형성하는데 중요한 역할로 작용하는 것을 의미한다. 둘째, 진로나 직업수준을 이해하는 변수가 교육포부를 결정하는 중요도가 높은 변수로 나타났다. 따라서 진로와 직업 이해도를 높이는 교육이 적극적으로 반영될 필요가 있다. 셋째, 정보통신활용능력이 교육포부를 형성하는데 중요도가 높은 변인으로 나타났다. 이는 교육소외 청소년이 디지털리터러시와 에듀테크를 활용한 교육에서 소외되고 있음을 보여주는 주요 지표로 해석이 가능하다. 따라서 교육소외 청소년들이 디지털 활용 교육의 사각지대에 처하지 않고 온라인 상호작용과 디지털 활용 역량을 강화할 수 있는 교육과정이 적극 개발될 필요가 있다. 넷째, 의미 있는 타인의 사회적 지지로 배움터 선생님, 배움터 친구, 부모 지지가 교육포부를 결정하는 중요변수로 나타났다. 이를 토대로 본 연구에서는 교육포부 미결정 학생을 대상으로 잠재프로파일 분석을 실시하였으며, 그 결과를 바탕으로 잠재 집단별로 맞춤형 교육 방안을 제시한 점에서 시사점이 있다. The study aims at analyzing the indeterminacy of educational aspirations of underprivileged youth. To this end, data from the 2023 Samsung Dream Scholarship Foundation’s longitudinal study were utilized. Artificial neural networks and latent profile analysis were employed in the analysis. The conclusions are as follows: First, self-determination was analyzed as a significant predictor of educational aspirations among underprivileged youth. Second, the understanding of career and occupational level was identified as a crucial variable influencing educational aspirations. Third, information and communication digital literacy was found to be a highly significant factor in shaping educational aspirations. This can be explained as a key indicator that underprivileged youths are being excluded from digital literacy and EduTech education. Therefore, there is a need for active efforts in curricula that can strengthen online interaction and digital literacy skills. Fourth, social support from meaningful others such as teachers, friends, and parents were found to be important determinants of educational aspirations. Based on these findings, this study analyzed latent profiles of students with undetermined educational aspirations and proposed tailored educational strategies.

의식적 역량학습 모델에 따른 대학 비교과 교육과정 체계 개발

나은창,박상우 인문사회 21 2023 인문사회 21 Vol.14 No.2

The aim of this study is to develop a extra-curriculum system of university applying a conscious competency learning model. The university extra-curriculum system was finally developed through discussion of experts in the university through literature analysis and validation work through review of external experts. A four-stage university extra-curriculum system model was finally established by applying the two dimensions of consciousness and competency and the concept of knowledge sharing. In conclusion, according to the conscious competency learning model, the extra-curriculum system was established by developing it in the form of ‘competency awareness, competency strengthening, competency application, and competency sharing.’ It is necessary to actually apply the university’s extra-curriculum system developed in this study, and active support from the university’s administration and finance is required.

교육소외 청소년의 교육포부에 영향을 미치는 교수학습 요인에 관한 다층모형 분석

나은창 교육비평 2023 교육비평 Vol.- No.53

The purpose of this study was to analyze the factors that affect the educational aspirations of underprivileged youth. Data from the 2020 Samsung Dream Scholarship Foundation's longitudinal study of underprivileged children and adolescents was utilized, and a multilevel model was employed for the analysis. The results revealed the following: First, the average educational aspiration level of underprivileged youth is college graduation and university graduation. Customized education that can increase educational aspiration along with technical job-related career content focused on practical skills and practice is needed. Second, since the measured level of realistic educational aspiration is lower than the overall level of educational aspiration, it is crucial to provide various teaching and learning activities that can enhance the realism of these aspirations. Third, it's essential to incorporate educational activities that enhance students' self-directed learning capacities and provide strong support for teacher education to improve teacher competencies. These findings are significant as they not only identify factors that infleunce traditional educational ambition but also expand upon areas such as aspiration orientation, realism, and discrepancies. The insights provided hold considerable implications for self-directed learning, teacher proficiency, and the positive perception of learning centers.