학습자주도설계가 가능한 이러닝 시스템을 활용한 예비교사의 웹기반 수업환경 설계경험에 관한 연구
Web-based Instructional Environment Design Experiences of Pre-teachers
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본 연구는 사용자의 요구 및 특성에 적응적이며 학습의 효과적인 발생을 위한 이러닝 시스템 설계전략인 학습자주도설계전략이 적용된 수업환경설계 지원시스템을 사용하여 웹기반 수업환경을 설계한 예비교사의 경험을 분석하여, 시스템 개선의 원리를 도출하고 학습자중심적인 이러닝 시스템 설계에 대한 시사점을 제시하였다. 사례연구방법에 따라 예비교사, 연구자, 전문가의 설계결과물과 인터뷰, 성찰일지, 시스템 로그 데이터를 분석하였다. 예비교사들은 콘텐츠의 항목, 순서 및 위계적 구조, 학습과제용 프로젝트, 그리고 토론환경으로 구성된 교수학습환경을 설계하였다. 학습자 반응 분석 결과, 학습자는 원하는 어느 때나 기존 정보의 누락 없이 설계를 변경할 수 있는 기능과 토론이 발생되기를 원하는 바로 그 지점에 토론 추가 기능을 미래 이러닝 시스템의 핵심적인 기능이라고 생각하였다. 본 연구는 교수자가 직접 교수학습환경을 설계하여 현장에 적용할 수 있는 이러닝 시스템의 가능성을 경험적인 사례에 기반하여 보여주었다는 데 의의가 있다고 할 것이다.
Abstract
This study analyzed the pre-teachers’ web-based instructional environment design experiences as opportunitines to advance their understanding of teaching, learning, and the role of the web-based learning environment. The pre-teachers’ results of design and design experiences were analyzed as results. An e-learning system allowing learner initiated environment design was implemented with fourteen undergraduate learners in a pre-teacher course titled Introduction to Educational Technology during fall 2010, at a university in Seoul, Korea. Most participants in this undergraduate class plan to become K-12 teachers and brought their rich professional knowledge of teaching and learning to this course. The participants had the opportunity to become designers of a web-based teaching and learning environment in accordance with the course’s purpose. The participants were expected not only to learn current web-based technologies but also generate abstract knowledge about designing educational technology by working on design projects. The web-based teaching and learning environment design projects forced the participants to think deeply about evaluating the needs of the audience and to configure their design to meet these needs. In the design process, learners were engaged in activities that compelled them to practically study technology, education, and the interface between the two. For practical experience, learners in this class as pre-teachers completed projects that involved designing their own teaching and learning environments.
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