원격대학 수업컨설팅에서 수업체제분석 도구로서의 활동체제모형에 대한 이론적 탐색
Activity System Model as a Theoretical and Methodological Tool to Analyze the Instructional Systems of Open & Distance Universities
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초록
본 연구에서는 원격대학 수업분석을 위한 이론·방법적 도구로서 활동체제모형의 적용 가능성을 이론적으로 탐색해 보았다. 인간의 행위를 사회문화적 체제의 관점에서 이해하도록 하는 활동이론은 다양한 주체와 요소들이 개입되는 원격대학 수업컨설팅을 이론․실제적으로 안내하는 데 유용하게 활용될 가능성을 가지고 있다. 연구자들은 이를 보다 구체적으로 제시하기 위해서, 먼저 Engestrm의 활동체제모형의 개략과 이와 관련된 선행 연구를 소개하였다. 둘째, 원격대학 수업컨설팅이 하나의 활동체제로 이해될 수 있음을 주장하였다. 이는 원격대학 수업 자체가 하나의 활동체제로 간주될 수 있음을 생각할 때, 이를 대상으로 하는 수업컨설팅 활동은 하나의 메타활동체제로 이해될 수 있다는 것이다. 셋째, 활동체제모형이 수업 분석을 위한 이론적, 방법적 도구로 활용될 수 있는 가능성을 개념적 수준에서 기술하였다. 활동체제모형의 이론적 틀을 통하여 바라보았을 때, 원격대학 수업은 다양한 주체와 요소들이 결합되어 있는 활동체제로 이해·분석될 수 있다. 또한 이를 원격대학 수업 분석을 위한 방법적 도구로 활용하였을 때, 수업컨설팅 참여자들의 소통과 협력적 활동을 지원할 수 있는 일종의 워크시트 방식으로 활용할 수 있을 것이다. 마지막으로 실천 주체와 체제적 확장에 대한 논의를 추가로 진행하였다. 활동체제모형이 원격대학 수업 분석과 나아가 수업 컨설팅 영역 전반에 보다 실제적인 시사점을 지니고자 할 때, 참여 주체의 역할과 위상이 재조명되고, 체제의 역동적 측면이 더욱 강조되어야 함을 논의하였다.
Abstract
This study explores the possibility of Engestrm’s Activity System Model (ASM) as a theoretical and methodological tool, in the field of instructional consultation, to support the analysis of the instructional systems of open & distance universities. Contrary to traditional classroom environments, various subjects and factors are involved forming a more complex system as a whole in distance education. However, the research and discussions in the field have been focusing on the problems more relevant to traditional classroom situations. We believe that ASM has theoretical and practical affordances that may improve the practice of the instructional consultations for distance education, especially, by supporting the analytical process of the distance classes. To illustrate the theoretical and practical usefulness of ASM in instructional consultation for distance universities, firstly, we state a brief overview of the model and related research. Secondly, it is argued that instructional consultation may be understood as a meta-system of instructional activity, for it is an activity that has another activity system, a distance course in this case, as its object. Thirdly, we provide the cases, from previous research, in which ASM is used as theoretical and methodological tools to analyze distance learning and instruction. And, finally, the study discusses related issues such as authentic and collective subjects and expansive learning cycle as a conclusion.
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