창의적 문제해결을 위한 블렌디드 수업모형 개발
Development of Blended Instructional Model for Creative Problem Solving
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초록
본 연구는 창의적 문제해결(CPS)을 위한 블렌디드 수업모형을 개발하는 데 목적이 있다. CPS는 온라인 및 면대면 학습 환경에서의 각각의 모든 장점을 취할 때 향상될 수 있다는 전제를 가지고 출발하였다. CPS는 발산적 및 수렴적 사고인 두 가지 사고 양식으로 구성되어 있다. 온라인은 지연된 의사소통을 가능하기 때문에 발산적 사고에 효과적이나 반면에 면대면에서는 유기적 의사소통 과정을 통해 수렴적 사고에 효과적이다. 이를 위하여 본 연구는 문헌연구를 통해 블렌딩 원리를 도출하고 창의적 문제해결을 위한 블렌디드 수업모형을 개발하여 형성평가를 거쳐 완성된 모형을 개발하였다. 형성연구를 위해서는 설문지, 포커스 그룹 인터뷰, 일대일인터뷰를 실시하였다. 연구결과로 학습자, 학습과제, 그리고 학습 상황에 따라 CPS를 위한 블렌디드 수업모형을 세 가지 유형으로 제안하였다.
Abstract
The purpose of the study is to develop blended instructional model for Creative Problem Solving (CPS). Our assumption is that the CPS could be enhanced by taking advantages of both online and F2F learning environment. The CPS consists of two kinds of thinking style that is, a divergent and convergent thinking. Usually online is an effective learning environment for a divergent thinking because it makes delayed communications possible. In contrast, offline is an effective learning environment for a convergent thinking because it provides coherent communications. The major research tasks were (1) to extract the blending principles by analyzing the developed CPS model and reviewing the literature about the blended learning, (2) to create and validate the blended instruction model for the CPS according to the blending principles, (3) to develop online CPS support system for the blended instructional model of the CPS, and (4) to conduct a formative evaluation on the first agenda of the developed instructional model and to revise and complement the developed instructional model according to the results of the formative evaluation. The study conducted a seven weeks formative evaluation. The formative evaluation consisted of expert evaluations(ID professional, CPS professional, instructor experts) and a field test (instructor and learners). For the field test, the subjects sampled were 33 undergraduate students taking “Educational method and Educational technology”. To validate and improve this developed model, we used questionnaires, focus group interviews, one-to-one interviews, and participatory observations. The study suggested three versions of blending model for the CPS according to learners, learning tasks, and learning situations. If learning tasks need long periodsof time, the second and fourth phases could be conducted on online learning environment and the other phases could be conducted on F2F learning environment. If learning tasks need comparatively short periods of time, the second, third, and fourth phases could be conducted with online learning environment and the other phases could be conducted with F2F learning environment.
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