학습동기유발 중심의 유비쿼터스 기반 교수·학습 모델 개발 = Development of a Teaching and Learning Model in a Ubiquitous Learning Environment focused on Learning Motivation

다국어 초록 (Multilingual Abstract)

In this rapidly changing information society, amid growing awareness of the issue that it is no longer useful to memorize existing knowledge and master skills, lerner-centered education deserves special emphasis. The lerner-centered education means that learners reorganize their own knowledge and experiences and thereby play a key role to solve problems.
Against this backdrop, Ubiquitous Environment now presents new possibilities for Teaching and Learning Environment. Ubiquitous Learning Environment basically offers learning opportunities without any physical limits such as timetable or school buildings. However, attaining Ubiquitous Environment is not all about the realization of Ubiquitous Learning. For applying the innovative ubiquitous technology to education, it is essential to develop a Teaching and Learning Model that is appropriate for today's social awareness of education and for Ubiquitous Environment, and can motivate learners.
Accordingly, this study is aimed at developing a Teaching and Learning Model that helps learners to facilitate self-directed learning with proper educational information available at any time and anywhere, thanks to the benefits from ubiquitous learning, thereby motivating them and maximizing the learning effects.
For this aim, this study examines existing Teaching and Learning Models and selects some field and project study models which motivate learners through linking contents to their experiences, make them facilitate self-directed learning, and are proper for applying Ubiquitous Environment in effective way. Moreover, a field study support model based on Ubiquitous Environment is derived from the integration of theses models.
For verifying this new model, experiments are also conducted in order to find out what influences the field study support model based on Ubiquitous Environment has on motivation for learning. According to the results from these experiments, Ubiquitous Environment is better than traditional one in stimulating learners to have an interest to study, but it does not become continuing motivation for coursework. Meanwhile, an experimental group under the Ubiquitous Environment study support model shows their interest becomes continuous motivation for coursework.
The advent of the new Ubiquitous Environment thanks to technological advances does not offer educational effects without applying proper Teaching and Learning Method. The quality of future education depends on how well Ubiquitous Environment is integrated into educational activities.

목차 (Table of Contents)

• 제1장 서론 = 1
• 1.1. 연구의 필요성 = 1
• 1.2. 연구의 목적 및 내용 = 3
• 1.3. 연구 방법 = 4
• 제2장 문헌 연구 = 5
• 2.1. e-러닝 = 5
• 2.1.1. e-러닝의 개념 = 5
• 2.1.2. 현재 e-러닝의 문제점 = 6
• 2.2. 유비쿼터스와 유비쿼터스 학습환경 = 8
• 2.2.1. 유비쿼터스(Ubiquitous)의 개념 = 8
• 2.2.2. 유비쿼터스 학습환경의 개념 = 10
• 2.2.3. 유비쿼터스 학습환경 구현을 위해 필요한 기술 = 12
• 2.3. 교수-학습이론 = 20
• 2.3.1. 구성주의 = 20
• 2.3.2. 상황학습 = 21
• 2.3.3. 형식교육과 비형식교육 = 23
• 2.3.4. 현장학습 = 24
• 2.3.5. 프로젝트 학습 = 26
• 제3장 유비쿼터스 학습 사례분석 = 28
• 3.1. 환경 산림 프로젝트 = 28
• 3.2. Exploratorium 전자 가이드 북 프로젝트 = 30
• 3.3. 맥락 각성형 유비쿼터스 학습 캠퍼스 프로젝트 = 32
• 제4장 유비쿼터스 기반 교수·학습 모델 개발 = 34
• 4.1. 개발 방향 = 34
• 4.2. 유비쿼터스 기반 현장학습 지원 모델 = 35
• 4.2.1. 유비쿼터스 기반 현장학습 지원 모델의 특징 = 36
• 4.2.2. 유비쿼터스 기반 현장학습 지원 모델의 절차 = 37
• 4.3. 시나리오 = 41
• 제5장 모델 검증 = 43
• 5.1. 검증 내용 및 방법 = 43
• 5.1.1. 검증 내용 = 43
• 5.1.2. 검증 방법 = 44
• 5.2. 검증결과 분석 = 47
• 5.2.1. 유비쿼터스 학습 환경의 학습동기유발 효과 실험 결과 = 47
• 5.2.2. 현장학습 지원모델의 학습동기유발 효과 실험 결과 = 51
• 5.2.3. 교과 학습으로 학습동기 전이 실험 결과 = 55
• 제6장 결론 및 제언 = 56
• 참고문헌 = 58
• 부록 = 61
• ABSTRACT = 64