Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

A Study of Class Design for Liberal arts computer Convergence class using cognitive apprentice theory

인지적 도제 이론을 적용한 교양컴퓨터 융합 수업 설계 연구 -"컴퓨터와 프레젠테이션 기법" 수업 사례를 중심으로-

  • Kim, Jin-Il (Division of Information Communication Engineering, Hannam University)
  • 김진일 (한남대학교 탈메이지교양교육대학)
  • Received : 2018.01.04
  • Accepted : 2018.02.20
  • Published : 2018.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.

본 연구에서는 H 대학교의 교양 컴퓨터 교과목 중에 '컴퓨터와 프레젠테이션 기법'의 수업 사례를 개발 및 적용한 결과를 제시하고 한다. 이 논문의 목적은 인지적 도제를 사용하는 교양 컴퓨터 과정의 학습에 대한 교수 설계의 효과를 보여주고, 학습 내용 평가 영역의 평가 요소인 수업계획, 강의내용, 교수법의 대한 만족도를 조사하는 것이다. 연구 결과, 인지적 도제 이론은 수업계획, 강의 내용, 교수법에 대한 만족도를 높여주었다. 그러므로 본 연구는 인지적 도제 이론이 교양 컴퓨터 수업에 효과적임을 파악한 점에서 의의를 지니며 향후 교양 컴퓨터 관련 과목의 효과적인 교수법으로 확대 적용할 수 있을 것으로 기대된다.

Keywords

References

  1. M. R. Kim. (2007). The research for the improvement of the computer education in the subject of the computer, being based on practical use. Graduate School of Education Master's Thesis. Pusan University of Foreign Studies, Pusan.
  2. J. S. Kim. (2007). An Analysis of Students' Secondary School Computer Learning Experiences for the Undergraduate Computer Education. Journal of the Korean Association of information education, 11(2), 177-184.
  3. K. H. Ryu ＆ B. K. Hwang. (2013). An analysis of satisfaction index on computer education of university based on Fuzzy Decision Making Method. Journal of Korea Multimedia Society, 16(4), 502-509. DOI : 10.9717/kmms.2013.16.4.502
  4. D. S. Chang, J. H. Lee ＆ Y. H. Cho. (2010). Identification of Critical Service Quality and Educational Factors Influencing Students' Satisfaction of Liberal Arts Education in Korea. Journal of The Korea Society of Computer and Information, 15(6), 101-110. DOI : 10.9708/jksci.2010.15.6.101
  5. H. C. Lee ＆ B. H. Goo. (2009). The effects of e-learning characteristics on e-learner's scholastic performance. Journal of The Korea Society of Computer and Information, 14(5), 201-209.
  6. Y. J. Joo. Y. W. Im. & H. S. Son. (2010). Prediction of Students' Career Decision-Making Self-Efficacy, Task Value on Learning Flow, Course Satisfaction and Persistence in Junior Colleges. Journal of Employment and Skills Development, 13(3), 101-122.
  7. J. S. Brown, A. Collins & P. Duguid. (1988). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. DOI : 10.21236/ada204690
  8. A. Collins, J. S. Brown & S. E. Newman. (1998). Cognitive apprenticeship : Teaching the craft of reading, writing, and mathematics, In L. B. Resnick (Ed.), Cogitation and instruction : Issues and agendas, 453-494. Hillsdale, NJ : Lawrence Erlbaum Associates.
  9. The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10. DOI : 10.2307/1177136
  10. Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment : An explication of issues in learning and instructional design. Educational Technology Research & Development. 40(1), 65-80. DOI : 10.1007/bf02296707
  11. Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology 33(3), 52-70.
  12. R. J. Spiro, R. L. Coulson, P. J. Feltovich & D. K. Anderson. (1988). Cognitive flexibility theory : Advanced knowledge acquisition in ill-structured domains. In The tenth annual conference of the cognitive science society. Hillsdale, NJ : Lawrence Erlbaum Associates.
  13. R. J. Spiro & J. C. Jehng. (1990). Cognitive flexibility and Hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro(Eds.), Cognition, education, and multimedia : Exploring ideas in high technology(163-205). Hillsdale, NJ : Lawrence Erlbaum Associates.
  14. R. J. Spiro, W. P. Vispoel, J. G. Schmitz, A. Samarapungavan & A. E. Boerger. (1987). Knowledge acquisition for application : Cognitive flexibility and transfer in complex content domains. In B.Britton (Ed.), Executive control processes(177-200). Hillsdale, NJ : Lawrence Erlbaum Associates.