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교수설계에 대한 전문가들의 인식과 실천

Perception and Practice of Instructional Design Experts

박기용|최규린
사범대학부속중등교육연구소 (Secondary Education Institute)|2008.04|중등교육연구 (SECONDARY EDUCATION RESEARCH)|제56권 제1호|pp. 75-104|DOI 10.25152/ser.2008.56.1.75

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참고문헌

키워드

교수설계의 인식과 실천교수설계 실천 활성화perception and practice of instructional designrevitalization of instructional design practice
주제분류교육학

초록

본 연구는 그간 교수설계 분야에서 개발된 여러 교수설계모형들을 5가지 교수설계 관점들로 분류한 후, 각 관점들에 대한 국내 교수설계 전문가들의 인식과 실천 간의 차이와 원인 그리고 이 차이 해소를 위한 해결책(교수설계 실천의 활성화를 위한)으로서 교수설계자에게 어떤 역량과 교육이 요구되는지를 설문결과와 관련연구들을 종합하여 규명하였다. 연구결과, 5가지 교수설계 관점에 대한 인식과 실천 간에는 차이가 존재하였으며, 그 차이가 가장 크게 나타나는 관점은 합리적 관점과 창의적 관점이며 이어서 실용적, 통합적, 소통적 관점 순으로 나타났다. 교수설계 관점에 대한 인식과 실천 간의 차이 발생의 원인으로서, 합리적 관점은 이 관점이 견지하고 있는 엄격하고 철저한 논리적․체계적 교수설계 절차 때문이라면, 창의적 관점과 더불어 실용적, 통합적, 소통적 관점들은 현실적 여건 부족, 직접적인 적용 기회와 경험 부족, 그리고 개인적 전문성 부족 때문이라는 것을 확인하였다. 교수설계 실천 활성화를 위해 교수설계자에게는 교수설계에 대한 이론적 지식과 실제적 지식을 통합할 수 있는 역량이 필요하고, 이러한 역량 개발을 위해서는 맥락 및 실천 중심의 교육이 요구된다는 점을 설문결과와 관련연구들을 통해 다각적으로 논의하였다.

Abstract

The purpose of this study is to identify differences between instructional design(ID) experts’ perception and practice of ID perspectives, and to investigate the cause of the differences and then suggest strategies for revitalization of ID practice. The research findings are as follows: 1) There were differences between instructional design experts’ perception and practice of five ID perspectives. The frequency in the practical application was low compared to perception of theoretical importance in all five ID perspectives. Ideal perspectives of ID were less practised by instructional designer, although they did recognize applicability and theoretical importance. 2) The reason why this differences were presumed that less implementation of rational perspective was due to the fault inherent of methodological logic, but the others were due to an insufficiency of environment conditions or instructional designer’s own experience and competence. 3) Therefore, the gap between perception and practice in rational perspective can be reduced by alternating or enhancing the process of rational instructional models. There have already been developed numerous alternative ID models. Thus adequate instructional designer’s education for development of ID competency and promoting realistic conditions for implementations could be a proper method to reduce the gap. To revitalize practice of ID, instructional designer should develop theoretical and practical knowledge, and these integrated competencies could be fully nurtured by context-based education.

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