Kirkpatrick 모형을 적용한 A대학 교수지원프로그램 효과분석
The Effect of Kirkpatrick Model on A University Teaching Support Program
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초록
본 연구는 A대학 교수학습개발센터 교수지원 프로그램의 효과성 검증을 위해 시도되었다. 사례는 2015학년도 1학기부터 2018학년도 1학기까지 운영된 A대학교 교수지원 프로그램이다. 검증 도구로 Kirkpatrick의 4 Level 모형을 선택하였고, 각 수준 분석 대상 자료로, 1수준은 프로그램 만족도 분석, 2수준은 참여교원대상 사후 설문, 3수준은 참여교원 대상 FGI 실시, 4수준은 참여 교원의 교수지원 프로그램 참여 전, 후 강의만족도 비교이다. 또한 결과확인을 위해 2수준에서는 참여교원 소감문 분석, 3수준은 참여교원 강의계획서 분석, 4수준은 동일시기 교육만족도를 분석하였다. 분석결과 1수준 만족도는 5점 만점에 4.38이 도출되었고, 2수준 학습결과를 타진해보는 사후설문은 평균 3.96이 도출되었으며, 3수준 현장적용도를 살필 FGI에서는 교수지원 프로그램을 통해 교내 교수법이 다양해졌다는 의견이 도출되었다. 마지막 4수준에서는 교수지원 프로그램 참여 후 강의만족도가 향상된 교원이 86.6%가 도출되었다. 이런 결과와 비교한 2수준 소감문 분석에서는 ‘수업 적용(83.3%)’이 도출되었고, 3수준에서는 프로그램 참여 후 강의계획서에 다양한 교수법의 명시와 관련 평가명시(98%)가 나타났으며, 4수준의 교육만족도도 평균 0.5이상 상향되었다. 따라서 A대학교 교수지원 프로그램은 최종목표인 ‘A대학교 교육문화변화’에 일부분 영향을 미친다고 잠정적 결론을 내릴 수 있었다. 단 본 결과는 A대학교 교수지원프로그램 자체평가로 신뢰성 확보란 과제가 남아 있고, 일반화에 어려움이 있다.
Abstract
This study tried to verify the effectiveness of teaching programs of the centers for teaching and learning of universities. The case is the teaching support program of A University which was run from the first semester of the 2015 school year to the first semester of the 2018. Kirkpatrick's Level 4 model was selected as the verifying tool. For the materials of subjects for the analysis, program satisfaction was analyzed in Level 1, a survey of participants was conducted in Level 2, their FGIs (focus group interviews) were conducted in Level 3, and their lecture evaluation scores before and after participating in the teaching support program were compared. And in order to check the results, the participant teachers' reviews were analyzed in Level 2, their syllabuses were analyzed in Level 3, lecture evaluation of the same period was analyzed in Level 4. The analytical results are as follows: For satisfaction of Level 1, 4.38 out of 5 was drawn. For the survey which reviewed the learning results of Level 2, average 3.96 was drawn. For the FGIs to check field application in Level 3, the opinion that intramural teaching methods diversified through the teaching support program. Finally in Level 4, 86.6% of the professors whose lecture evaluation was improved after participating the teaching support program was drawn. In the analysis of the reviews of Level 2 which was compared with these results, 'class application (83.3%)' was drawn. Level 3 has found to be clear statement (98%) of various teaching methods and evaluation related to them in syllabuses. Educational satisfaction of Level 4 increased by more than average 0.5. Accordingly, the study could conclude that the teaching support program of A University has a positive partial effect on 'change of eduction and culture of A University', the final goal. But, these results left a task to secure reliability because they are self-evaluation of the teaching support program of the teaching support department in A University and have difficulty in generalizing them.
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