초·중·고 학부모의 원격교육 실태 및 요구 비교 연구
A Comparative Study on the Current Status and Needs of Distance Education of K-12 Parents
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초록
이 연구는 충청남도교육청 관내 초·중·고등학생 학부모의 원격교육 인식과 실태, 역량, 디지털 대전환 시대를 대비한 원격교육의 실태와 요구 등을 조사하여 학교 현장에서 학부모의 원격교육 이용과 안착을 위한 개선 방향을 탐색하는 데 목적이 있다. 이 연구를 위하여 충청남도교육청 관내 초등학생 학부모 592명, 중학생 학부모 440명, 고등학생 학부모 231명, 전체 1,263명이 조사에 참여하였다. 연구의 주요 분석 결과로 첫째, 충청남도교육청 관내 학부모의 원격교육 인식 2.55점, 실태 2.36점, 역량 3.12점, 디지털 대전환 시대를 대비한 실태와 요구 3.06점으로 나타났다. 둘째, 학부모들이 인식하는 원격교육은 자녀들의 학습 능력 차이를 줄여주지 못했고, 효과와 만족도도 낮았으며, 그 결과 원격교육의 선호도 역시 낮게 나타났다. 셋째, 학부모의 원격교육 역량은 학교급이 낮을수록 원격교육의 계획과 안내에서 전체 평균 점수가 높게 나타났다. 학부모가 자녀의 원격교육 활동을 위한 개선 방향으로 첫째, 학부모를 위한 원격교육 역량 강화, 둘째, 학부모 대상 연수, 셋째, 자녀의 원격교육에 어려움을 겪는 학부모를 위한 상담 지원 서비스, 넷째, 현장 교사들을 위한 실질적인 연수, 다섯째, 현장 교사들을 위한 실질적인 컨설팅이 필요하다.
Abstract
The purpose of this study is to investigate the perception and status of distance education of elementary, middle, and high school parents in the Chungcheongnam-do Office of Education, competency, and the reality and needs of distance education in preparation for the digital era. For this study, 592 elementary school parents, 440 middle school parents, 231 high school parents, and a total of 1,263 people participated in the survey. As a result of the main analysis of the study, first, the perception of distance education of parents in the Chungcheongnam-do Office of Education was 2.55 points, reality 2.36 points, competency 3.12 points, and reality and needs in preparation for the era of great digital transformation were 3.06 points. Second, distance education recognized by parents did not reduce the difference in learning ability of their children, and the effect and satisfaction were low, and as a result, the preference for distance education was also low. Third, regarding distance education competency of parents, the lower the school level, the higher the overall average score in planning and guidance of distance education. For parents to improve their children's distance education activities, first, distance education competency building for parents, second, training for parents, third, counseling support service for parents who have difficulties with their children's distance education, fourth, for teachers practical training, fifth, practical consulting for teachers is needed.
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