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MOOC 학습자들의 특성에 관한 국외 문헌 고찰

A Literature Review on the MOOC Learners’ Characteristics

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한국교육공학회 (Korean Society Of Educational Technology)|2015.09|교육공학연구 (Journal of Educational Technology)|제31권 제3호|pp. 365-399

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키워드

인식perceptioncharacteristicsdesign and implementationmoocmooc 학습자 특징mooc 설계․운영원리mooc learnersmooc experience
주제분류교육학

초록

2012년 이후 대규모 개방형 온라인 강좌(MOOCs)가 출현하여 무료로 대학수준의 강의를 공개하면서 MOOC는 기존의 고등교육체제의 틀을 혁신적으로 변화시킬 동인으로 뜨거운 관심의 대상이 되어 왔다. 세계각국의 명문대학들은 MOOC 제공에 참여하였으며, 2015년 교육부와 국가평생교육원에서는 한국형 MOOC 개발에 착수하였다. 그러나, MOOC 출현의 역사가 짧은 관계로 대규모 학습자가 무료로 참여하는 MOOC의 특성에 맞는 MOOC 설계와 운영의 원리들이 제대로 정립되지 못한 실정이다. 본 연구에서는 MOOC 학습자들의 개인적 배경, 학습 행동이나 인식 등에 관해 연구한 논문 28편을 분석하여 MOOC 학습자들의 특성에 대한 이해를 제공하고, 이에 기반하여 효과적인 MOOC 설계와 운영을 위한 시사점을 도출하였다. 시사점으로는 학습자 맞춤형 코스개발을 위한 고려사항(수준별 코스 개발, 코스수준이나 대상 학습자에 관한 정확한 정보제공, 보충/심화학습지원), 단기 코스(4-6주) 제공, 학습자 몰입도를 높이는 강의비디오 제작방법, 동료평가의 신뢰도와 타당도를 높이는 방법, 온라인 포럼 활성화 방법, 온라인/오프라인 학습공동체 형성, 학습관리능력과 디지털리터러시 제고를 위한 오리엔테이션 실시 등이 제안되었다.

Abstract

Since 2012, MOOC has been a hot issue in the educational field, media, government, as a disruptive change agent of current Higher Educational System. Leading universities in the world are rushing into the MOOC provision. In 2015, The Ministry of Education and National Institute for Lifelong Education launched K-MOOC project. However, the history of MOOC is short, so, the principles for effective MOOC design are not established yet. The purpose of this study is to systematic review of the foreign literature on the MOOC learners in order to draw implications for effective course design and operation. For this purpose 28 articles were analyzed with respect to learner characteristics, their participation and engagemant pattern, their perspectives of MOOC experiences. The suggestions include: learner-customized course development(diverse levels of course provision, clear description of target learners), short-term course(4-6week) rather than semester-long course, the provision of clear peer-grading rubric and the training on peer assessment process, the methods of video lectures for student engagement, online/ off-line learning community formation, orientation for self-directed learning and digital literacy, etc.

참고문헌 (49)

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