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대학 교육에서의 ChatGPT 통합 활용을 위한 수업 설계 전략 개발

Instructional Strategies for Integrating and Utilizing ChatGPT into Higher Education

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본 연구는 대학 교육에 있어서 ChatGPT를 통합하여 활용하기 위한 수업 설계 전략을 개발하는 목적을 지닌다. ChatGPT의 교육적 활용에 대한 관심이 증가되고 있다. 하지만 이를 수업에 어떻게 활용하여 운영할 것인지에 대한구체적인 안내는 미흡하다. 본 연구 목적을 달성하기 위해 설계·개발 연구 방법론을 활용하여 선행연구 고찰, 두차례의 전문가 검토를 통해 최종적으로 수업 설계 전략을 도출한 후, ‘K’ 대학교 강좌에 적용 및 운영하여 학습자들의반응을 확인하였다. 연구 결과, 차시 재구성 및 ChatGPT 활용의 주요 특징 안내, ChatGPT의 작동원리에 대한 이해교육, ChatGPT 도구의 활용이 지니는 양면에 대한 포괄적인 관점 형성, 학습지원을 위한 한 가지 도구로 인지 및활용, ChatGPT 도구 기반의 실제적인 활동 수행을 통한 비판적 사고력이나 문제해결력 증진, ChatGPT 도구와의효과적인 상호작용을 위한 질문생성, 발생할 수 있는 윤리적 문제에 대해 경각심 형성 총 일곱 개의 설계 전략에포함되는 스물 아홉 개의 지침을 개발하였다. 본 전략을 적용한 수업에 대한 학습자 반응에 대한 분석 결과, 주요강점으로는 생성형 인공지능에 대한 개념 학습을 통한 도구의 효과적 활용 및 이해 촉진, 아이디어 비교 및 검토기반의 사고 확장, 질문생성 및 윤리적 활용에 대한 중요성 인식 등이 확인되었다. 개선점으로는 다양한 실제적문제해결 과정을 통한 활동 강화, 창의적 질문생성의 접근 필요, 도구에 대한 의존도를 낮추기 위한 방안 고려 등이제안되었다. 본 연구는 대학에서 ChatGPT를 어떻게 활용하여 수업을 운영할 것인지를 안내하는 처방적 접근으로서실천적 의미를 지닌다

Abstract

This study was to develop instructional design strategies for integrating and utilizing ChatGPT into higher education. Although interest in the educational uses of ChatGPT has continued to grow, specific guidelines on how to effectively utilize ChatGPT in the classroom have been lacking. To achieve the objective, design and development research methodology was employed involving literature analysis and two rounds of expert reviews. These strategies were then applied and implemented in a course at 'K' University, and the learners' responses were analyzed. The findings paved the way for the development of 7 design strategies including 29 guidelines: restructuring of sessions and providing guidance on the main features of ChatGPT usage, educating learners about the functioning principles of ChatGPT, fostering comprehensive perspectives on the nature of ChatGPT tool, perceiving and utilizing ChatGPT as a support tool for learning, enhancing critical thinking or problem-solving skills through practical activities, promoting effective interaction with ChatGPT through question generation, and being mindful of potential ethical issues. The analysis of the learners' responses revealed several strengths, and these include facilitating the understanding and use of tools through concept learning related to generative artificial intelligence, expanding thinking through idea comparison and evaluation, and increasing awareness of the importance of question generation and ethical use. Areas for improvement were identified, including strengthening activities through various authentic problem-solving processes, adopting a creative approach to question generation, and considering measures to reduce reliance on the tool. This study provides meaningful implications for the educational use of ChatGPT through a prescriptive approach to guide its practical implementation in higher education

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