웹 기반 자기 조절 학습 환경을 위한 설계 및 운영 전략이 자기 조절 학습 수준 및 학업 성취도에 미치는 효과

임철일 ( Cheolil Lim ) 한국교육공학회 2002 교육공학연구 Vol.18 No.4

The purpose of this study is to examine the effects of design and implementation strategies for web-based self-regulated learning on the self-regulated learning abilities and academic achievements of the participants. The design strategies were synthesized into a Web-Based Self-Regulated Learning Support System†(WBS†). This study is based on an assumption that self-regulated learning strategies can be embedded within the instruction. WBS† is an articulated version of the old WBS, and includes a set of both instructional design principles which are embedded in the components of a Learning Management System(LMS) and implementation principles which require learners` active participation. Statistical analysis were made between two groups: one group of students studied within the e-learning environment by WBS†. The other group of students studied within a normal e-learning environment. The first result was that there was no significant change regarding the level of self-regulated learning abilities of students with WBS†. Second, the group with highly scored statistically than the control group. In conclusion, this study shows that the WBS† with both LMS of self-regulated learning components and implementation principles for requiring active participation of students, can enhance the academic achievements of students in the e-learning environment.

초ㆍ중등교육에서 메타버스의 교육적 활용을 위한 교수학습방법에 따른 유형화 및 전략 개발 연구

임철일 ( Lim Cheolil ),한송이 ( Han Songlee ),계보경 ( Kye Bokyung ),이다연 ( Lee Dayeon ),박주현 ( Park Juhyeon ),엄태연 ( Eom Taeyeon ),최재훈 ( Choi Jaehoon ),전민선 ( Jeon Minseon ),김은지 ( Kim Eunji ),권미영 ( Kwon Miyoung ) 한국교육정보미디어학회 2023 교육정보미디어연구 Vol.29 No.4

The research aims to develop types of metaverse class in K12 education based on teaching and learning methods, identify factors to consider when using the metaverse for educational purposes, and develop strategies for its educational use. This was achieved through literature review and case analysis, as well as focus group interviews with teachers experienced in educational utilization. The study also involved Delphi surveys, usability tests, and expert reviews to validate the developed types and strategies. Five types of metaverse-based teaching and learning were identified, focusing on those that can be effectively utilized in a metaverse learning environment: Lecture, Experiential, Discussion/Debate, Problem-Solving, and Creative. In the case of strategy, it consisted of 16 detailed elements and 70 detailed strategies according to the preparation, operation, and post-stage of class. For the educational use of the metaverse, it is necessary to comprehensively consider the physical classroom environment, physical classroom safety, device wearing safety, virtual safety in the metaverse, and ethical issues. This study is meaningful in that it comprehensively presented considerations for using the metaverse in the context of elementary and secondary schools and provided practical guidelines and information that can be referenced when designing education using the metaverse.

웹 기반 수업 개발을 위한 인쇄물 기반의 래피드 프로토타입 개발 방법론에 관한 연구

임철일 ( Cheolil Lim ),김민강 ( Minkang Kim ),김윤정 ( Yunjung Kim ) 한국교육공학회 2005 교육공학연구 Vol.21 No.1

This study intended to explore the specific procedure of ``paper-based rapid prototyping methodology`` for Web-based instruction and to identify its effects and areas for improvement. The rapid prototyping methodology was suggested to answer the limitations of the traditional ISD model, and its strengths are well studied. However, the methodology using paper version of prototype for Web-based instruction has not been well explored until now. This study developed a Web-based instruction(WBI) for a dental clinic college course by ``paper-based rapid prototyping methodology`` and came up with a specific procedure for developing a WBI by the methodology and found its effect and aspects for future improvements. The methodology consists of six phases: that is analysis, design, prototype design and testing, development, implementation, and evaluation. An exemplary aspect of the procedure is as follows: The data collection and task analysis in the analysis phase were made in the next design and prototype design testing concurrently. The students showed a relatively high level of satisfaction with the final product of the WBI, and this result could be anticipated because their suggestions with the paper prototype were reflected in developing its final version. Finally, three areas of improvement were identified: first, the usability testing of the paper version with low fidelity would be better than that of high fidelity; second, the roles and responsibilities of the client should be clearly expressed and communicated well in the initial phase of the project; third, a set of criteria for deciding the acceptance of the suggestions from students about the prototype should be made before.

자기조절학습을 지원하는 기업의 이러닝 학습관리체제의 개발과 효과에 관한 연구

임철일 ( Cheolil Lim ) 한국교육공학회 2005 교육공학연구 Vol.21 No.4

The purpose of this study was to suggest design components and specifications for developing a new Learning Management System(LMS) which can support the e-learners of companies to be self-regulated learners. Eight design components were selected and more specified design guidelines were made from the literatures on the idea of embedding self-regulated learning skills into instruction, two prior versions of LMS for self-regulated leaning in college on-line courses, and business requirements such as setting the learning goals with the guide of a supervisor. In the new LMS, the participants can diagnose their self-regulated learning skills: understand the importance of self-regulated learning set their learning goals specifically monitor their and other model learners` learning paths; take or browse electronic notes of their and model learners; check their learning environments and request easily to upload their ideas of electronic notes to Knowledge Management for their company. A new LMS was actually developed following the guidelines, and an e-learning course was implemented through this new LMS. The effect of this new LMS was not statistically significant from that of a regular LMS. The survey was done at the end of the e-learning course with the participants. The results suggested some conditions in which the new LMS may work to have effects on the achievement. First, many participants responded that ``My learning status`` was effective because it provided them the opportunity to see their learning goals and progress they made systematically. Second, while some of the participants said that ``electronic note`` was effective for them, many others responded that they did not use the ``electronic note`` fully because they did not know why they had to use it. These two results suggested that the new LMS should be modified and used under the specific conditions. First, there should be some systematic ways to explain why new LMS can help the participants to be self-regulated. The tutor can play this role, or a PAL(Pedagogical Agent as Learning Companions) type of interface can help the students to utilize the new LMS. Second, the new LMS could work well for those e-learning courses which have a relatively high amount of contents and complexity with a long period of time.

대학 간 실험·실습 시설 및 장비 공유 수업 설계 모형 개발

임철일 ( Cheolil Lim ),이다연 ( Dayeon Lee ),정예일 ( Yeil Jeong ),임민희 ( Minhee Lim ),변규리 ( Gyuri Byun ) 한국교육공학회 2025 교육공학연구 Vol.41 No.4

This study proposes an instructional design model to enhance students’ experimental and practical competencies via shared facilities and equipment across universities. A prototype model was developed and interactively refined through internal and external validation, yielding a finalized version suitable for practical application. The model comprises six stages, including system establishment, analysis, design, development, implementation, and evaluation, incorporating 16 design principles and 47 detailed guidelines. Each stage addresses key elements, including collaborative operations and resource management, instructional needs analysis, integration of theory and practice, planning of instructional strategies, and assessment of effectiveness. By systematically linking these stages and principles, the model provides a comprehensive framework for designing and operating collaborative laboratory-based courses. Ultimately, it provides theoretical foundations and a practical approach to inter-university collaborative education grounded in shared experimental and practical infrastructure, contributing to reduced regional educational disparities and establishing a sustainable cooperation system in higher education.

원격교육 이론의 웹 기반 교육 설계에 대한 시사점 종합화를 위한 개념적 틀의 탐색

임철일 ( Cheolil Lim ) 한국교육공학회 2004 교육공학연구 Vol.20 No.2

This study intended to develop a framework of design strategies for Web-based instruction from the implications of distance education theories. From the theory of independence and autonomy, it is found that the design conditions for independence and autonomy of learners should be analyzed first for designing Web-based instruction. The design strategies for independence and autonomy make a benefit of the methods of self-directed learning, self-regulated learning, and the constructive learning environments. The industrialization of teaching theory implies that the standardization strategies and the division strategies can be applied for Web-based instruction. The standardization strategies suggest that the educational methods of Web-based instruction are standardized and learning objects are developed for the efficient development of Web-based instruction. The division strategies mean that the three areas of design, learning contents, learning management system, and tutor roles are divided to support the students` learning. It is found, from interactivity theory, that the whole six dimensions of interactivity should be reflected in the Web-based instruction. A framework was suggested to include all the implications of the theories, and it consists of two foundations: the design conditions and the design domains and strategies. The framework suggests that we should analyze the design conditions first to support the learners` autonomy, and design three domains of learning contents, course-management system, and tutor roles, where the effective design strategies for each area are selected and discussed.

학습 설계를 지원하는 이러닝 플랫폼 프로토타입 탐색 연구

임철일 ( Cheolil Lim ),한형종 ( Hyeongjong Han ),정다은 ( Daeun Jung ),( Yunus Emre Ozturk ),홍정현 ( Junghyun Hong ) 한국교육공학회 2017 교육공학연구 Vol.33 No.4

The purpose of this study is to explore an e-learning platform prototype promoting learning design. The importance of learning activity design has been emphasizing for effective learning. In particular, e-learning platforms have been developing in a more comprehensive form, not only containing learning content management systems but also learning activity management system. Despite the significance of the e-learning platform function reflecting the learning design concept, there is a lack of practical research on comprehensively analyzing the e-learning platform containing learning design function and investigating user response to it. Using literature review and case analysis, it was deduced that what are features of e-learning platform supporting learning design. Also, the prototype as storyboard form was developed and responses of eighteen instructors and learners were examined. The principal areas were as follows: instructor support; learning activity support; personalized and adaptive learning support and management; learning content or material development and management; collaboration and communication support; and assessment support and management. The major strengths are as follows: ‘making it easier to construct learning activities’, ‘supporting learning by integrating various features’, and ‘leading adaptive learning’. For major improvements, enhancing its availability by considering differences in majors, utilization purpose and utilization level of instructors and reducing to functions directly related to learning were suggested.

온라인 지원 시스템 기반의 “창의적 문제해결 모형”을 활용하는 통합형 대학 수업 모형의 개발

임철일 ( Cheolil Lim ),윤순경 ( Soonkyoung Youn ),박경선 ( Kyungsun Park ),홍미영 ( Miyoung Hong ) 한국교육공학회 2009 교육공학연구 Vol.25 No.1

The purpose of this study is to develop an integrated instructional model for Creative Problem Solving with an online support system in a collegiate course, and to improve the principles and guidelines of the model by the formative research methodology. A model was developed by following three steps: finding out general principles from the relevant literature reviews; extracting theoretical components for the model; and finally, developing specific guidelines from those theoretical components. Six general design principles and three theoretical components could be identified and a model was developed with a bunch of specific guidelines. A college-level course was developed and implemented for investigating the strengths and weaknesses of the model and suggesting improvements of the model by the formative research methodology. Research site was an undergraduate course in A university and the participants were 33 students and the final interviewees were 10. The instructional model included e-Learning contents for explaining the main characteristics and thinking tools of the Creative Problem Solving, and an online support system which guided the CPS process and provided such convergent and divergent thinking tools as brainstorming, attribute list, hits, PMI, and evaluation matrix. The participants` responses in the course satisfaction survey and interviews were analyzed to investigate the strengths, weaknesses, and improvements of the model. The strengths included ‘providing blended learning environments’, ‘implementing a team project’, and ‘utilizing the CPS support system’. The weaknesses and improvements included ‘making participants select appropriate thinking tools for CPS’, ‘explaining the CPS process in detail’, ‘providing a flexible and proper schedule for problem solving’, and ‘evaluating the final product from the perspective of creativity.

사례기반 시뮬레이션 설계 원리에 관한 형성 연구

임철일 ( Cheolil Lim ),연은경 ( Eunkyoung Yeon ) 한국교육공학회 2009 교육공학연구 Vol.25 No.2

This study intended to improve a design model of procedural simulation for case-based learning by formative research methodology. The design principles by Lim and Yeon (2007) and additional principles were used to develop a procedural simulation program about the need analysis model by Seels and Glasgow (1990), and nine graduate students participated in studying the program. Interviews were conducted with individual participants, and their responses regarding the strengths, weaknesses, and improvement of the principles were analyzed. The strengths of the principles were as follows: ‘learning by experiencing cases’, ‘getting authentic feedback’, and ‘writing their own judgments’. The weaknesses of the principles included ‘not providing the information for the amount of learning’, ‘not providing both the information about the situation which was not chosen and the feedback about the correct choice’, and ‘not be able to control the learning speed and navigation’. The improvements of the principles were suggested in the following areas: ‘learner control in the learning speed and navigation’, ‘saving and printing out the learners` responses’, and ‘providing the information on learning progress’. The results of the participants` responses were summarized and reorganized into 7 additional design principles, and the study finally suggests 25 design principles for designing procedural simulation in case-based learning. Successive studies with various learning tasks and different group of learners are suggested to further improve and verify the principles.

자기조절학습을 위한 감성조절 지원 이러닝 인터페이스 설계전략 개발

임철일 ( Cheolil Lim ),박태정 ( Taejung Park ),박정은 ( Jungeun Park ) 한국교육정보미디어학회 2015 교육정보미디어연구 Vol.21 No.3

For successful e-Learning, its interface should be designed and developed to help learners sustain self-regulated learning in their positive emotional states through overcoming their negative emotions such as frustration, anger, anxiety, fear and boredom. The purpose of this study was to develop the design strategies of e-Learning interface supporting emotion regulation for self-regulated learning. The design strategies were initially developed based on related prior research implications and reviewed by experts. Then their effectiveness was explored through learners`` evaluations of an e-Learning interface prototype reflecting the revised design strategies by expert feedback. According to the results of the study, the design strategies for designing interface of supporting emotion regulation for self-regulated e-Learning are planning for learning, distraction, venting emotions, and seeking social support. Each design strategy includes two or three detailed design guidelines. The results of learners`` evaluations of the prototype applying the design strategies show that it is help for inducing their positive emotions and reducing their negative emotions. A close relationship between the self-regulating learning and emotions through this study on the design strategies of emotion regulation supporting e-Learning interface can contribute to the expansion of an instructional design theory as an emotional design of instruction. This research findings suggest a direction to integrated instructional design methods which can support emotion as well as cognition, motivation, and behavior to promote self-regulated learning.