K-MOOC 강좌 개발을 위한 상호작용 설계 전략 탐구: Moore의 3가지 유형의 상호작용을 기반으로
Instructional Strategies to Promote Interaction in K-MOOC:Focused on Moore’s Three Types of Interaction
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2015년 10월부터 시작된 Korea-massive open online course (K-MOOC)는 이용자들의 많은 관심을 받고 있지만, 강좌 안에서 학습자와 콘텐트, 학습자와 학습자 그리고 학습자와 교수자 사이의 상호작용은 아직 부족한 실정이다. 이에 본 연구에서는 형성연구 방법을 활용하여 K-MOOC에서의 상호작용을 향상시키기 위한 교수전략을 찾는 것을 연구목적으로 하였다. Moore의 세 가지 유형의 상호작용을 기반으로, K-MOOC에서 제공하는 21가지 강좌를 관찰하고 비교하기 위해, Coursera, edX, Future Learn, Iversity, Udacity, 그리고 Udemy 이렇게 여섯 가지 MOOCs에서 제공하는 국제적인 강좌와 유사한 콘텐츠 선정하여, 세 가지 유형의 상호작용을 설계 전략을 설명하기에 좋은 사례를 찾았다. 이를 토대로 K-MOOC 설계자, 개발자 및 교수자를 위해 세 가지 유형별 상호작용을 강화하기 위한 교수전략을 제안할 수 있었다. 또한 K-MOOC의 발전을 위한 세 가지 제안점으로 (a) 학생들의 K-MOOC 학습에서 학습자와 교수자의 상호작용을 유도 하는 것이 특히 중요하다. (b) 학습 과제는 학습자와 학습자 사이의 상호작용을 강화하기 위한 설계로서, 학습자와 학습자간 동료 평가를 통한 반성적 상호작용이 포함되어야 한다. (c) K-MOOC에서 학생 및 콘텐츠 사이의 상호작용을 촉진하기 위해 강좌 정보, 활동, 과제 및 기대효과에 대해 철저한 설명을 제공할 수 있도록 하고, 비디오, 자막, 파워포인트 그리고 프리젠테이션을 학생이 다운로드하여 활용할 수 있게 설계하는 것을 제안하였다.
Abstract
Although Korea-massive open online course (K-MOOC) launched since October 2015 has been well received by the public concerns are still remained about its lack of three types of interaction represented with interaction between student and content, interaction between student and student, and interaction between student and teacher. The purpose of this research was to seek instructional strategies to enhance three types of interaction in K-MOOC. Formative research methodology was employed for the study. Using Moore’s three types of interaction as a research framework, we observed and compared 21 courses offered in K-MOOC with the same number of international courses offered from six different MOOCs such as Coursera, edX, Future Learn, Iversity, Udacity, and Udemy. Then, we chose best practices that promote three types of interaction. Last, we proposed instructional strategies to enhance three types of interaction for K-MOOC. In addition, we provided three suggestions for further development of K-MOOC. These suggestions include (a) interaction, particularly between student and teacher is critical for students’ learning in K-MOOC, (b) learning tasks designed to enhance interaction between student and student should be implemented in K-MOOC and the interaction between student and student should be reflected in a format of peer evaluation, and (c) interaction between student and content can be promoted in K-MOOC by providing thorough descriptions of course information, activities, tasks, and expectations and by allowing students to download learning materials such as videos, teaching scripts, or powerpoint presentations.
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