• 직업교육연구
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• 제35권6호
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• pp.65-84
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• 2016

본 연구의 목적은 평생교육 담당자의 직무 중 평생학습상담 직무에 대한 탐색을 통해 이를 체계화하고, 중요도 인식 및 실천 현황에 따른 요구도를 실증적으로 분석하여 현장에서의 효율적인 평생학습상담이 실천될 수 있도록 기초자료를 제공하는데 있다. 선행연구를 근거로 평생학습상담 직무 및 과업을 탐색 후 체계화하고, 이를 바탕으로 평생학습상담 직무에 대한 요구도를 확인할 수 있는 설문지를 제작하였다. 설문지의 내용타당도 및 검사도구의 양호도를 검증한 후 자료를 수집하였고 수집된 자료는 대응표본 t검증과 Borich 공식을 적용하여 요구분석을 실시하였다. 본 연구의 결과로 도출된 평생학습상담 직무의 체계는 관계형성, 학습자 분석, 학습촉진, 사후관리의 4개 하위 직무와 학습자면담, 학습정보 제공, 학습자 특성 및 요구분석, 학습수준 진단, 학습저해요인 진단, 학습동기 촉진, 학습과정 및 학습방법 조언, 학습동아리 활동 지원, 생애커리어 설계 상담, 추수 상담, 상담 평가의 11개 과업으로 구성된다. 요구도를 분석한 결과, 4개의 하위 직무 중 학습자 분석 직무에 대한 요구가 가장 높았으며, 11개 과업 중에서는 추수 상담에 대한 요구도가 가장 높은 것으로 확인되었다. 도출된 평생학습상담 직무 체계와 실증적인 분석은 평생교육 담당자가 효율적인 학습상담 직무를 실천하고 학습자의 특성에 맞춘 생애설계 및 평생학습 참여를 지원하는데 기초자료로 활용될 수 있을 것이다.

• 디지털융복합연구
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• 제17권11호
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• pp.81-89
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• 2019

4차 산업혁명 시대에 필요한 인재를 육성하기 위해서는 학생들의 특성과 요구에 맞는 학습자 중심 수업이 필요하다. 특히 다양한 요구와 관심을 갖고 수업에 참여하는 영재 학생들에게는 이러한 학습자 중심의 학생 능동형 수업이 더욱 의미를 갖는다. 이러한 요구에 부응하기 위해 본 연구에서는 플립드 러닝을 기반으로 하는 학습자 주도형 과학영재교육 교수-학습 모형을 개발하고, 해당 모형을 기반으로 실제 프로그램을 개발하여 영재 수업에 적용하고 다양한 학습결과를 분석하였다. 나아가 학습자 주도형 과학영재 교육 프로그램을 보다 효율적으로 운영하기 위한 방안을 제안하였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제25권1호
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• pp.19-41
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• 2022

팬데믹으로 인해 초등교육 현장에서 온라인 수업은 보편적인 교수·학습 방법으로 자리매김하였고, 온라인 환경의 특성 및 교과 특수성을 반영해 온라인 수업을 설계하고 실행하는 것이 초등교사들에게 필수 역량이 되었다. 온라인 수학 수업의 질적 개선은 교사들이 온라인 수업에서 실제로 어떤 어려움을 겪고 있는지를 살펴보는 것으로부터 출발할 수 있고, 본 연구는 상호작용 측면에서 초등교사들이 인식하고 실행하는 정도를 조사하여 그들의 교육요구도를 확인하였다. 연구 결과, 초등학교에서 온라인 수학 수업의 설계를 위해 학습자-학습내용 상호작용과 학습자-학습자 상호작용에 관한 교육이 필요한 것으로 나타났고, 상호작용의 세부 항목별 교육요구도를 확인할 수 있었다. 더 나아가, 초등교사의 생애단계에 따라 상호작용 유형에 대한 교육요구도에 차이가 있음을 발견하였다. 이러한 결과를 바탕으로 초등교사들의 온라인 수학 수업에서 상호작용에 관한 설계 전략과 그들의 교육요구도를 반영한 교사교육의 시사점을 제안하였다.

• 한국어교육
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• 제25권1호
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2006년도 학술대회 1부
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• pp.519-525
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• 2006

Advances in information and telecommunication technology increasingly reveal the potential of computer supported education. However, most computer supported learning systems until recently did not pay much attention to different characteristics of individual learners. Intelligent learning environments adaptive to learner's preferences and tasks are desired. Each learner has different preferences and needs, so it is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them. This paper reports a study of the intelligent learning environment where the learner's preferences are diagnosed using learner models, and then user interfaces are customized in an adaptive manner to accommodate the preferences. In this research, the learning user interfaces were designed based on a learning-style model by Felder & Silverman, so that different learner preferences are revealed through user interactions with the system. Then, a learning style modeling is done from learner behavior patterns using Decision Tree and Neural Network approaches. In this way, an intelligent learning system adaptive to learning styles can be built. Further research efforts are being made to accommodate various other kinds of learner characteristics such as emotion and motivation as well as learning mastery in providing adaptive learning support.

• 한국실내디자인학회논문집
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• 제41호
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• pp.256-265
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• 2003

This study aims to investigate how to apply the theory of constructivism to CADD education. To maximize educational effect in the educational process, evaluation, media, interactions between instructor and learners, existing CADD education has some limitations and needs new methodology. Constructivism can be said to be a learner-oriented theory in that it emphasizes on the process of understanding in each individual. It can contribute in educational practice to elicit each learner's motivation and to develope their creativity. This paper tried to investigate how to apply constructivism to architectural designing and find the most suitable CAAD education methodology related to design studio.

• Educational Technology International
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• 제10권2호
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• Educational Technology International
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• 제25권2호
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• pp.231-260
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• 2024

This study suggests that educational recommender systems should be explainable and extend beyond the commercially driven algorithms that primarily rely on user preferences and purchase behaviors. Instead, we propose a recommendation method that considers how and why people learn by employing the relative importance of various learner variables. To develop a recommendation algorithm, 100 adult participants used 4 to 6 foreign language learning mobile applications(apps), generating a dataset of 557 user perception reports. Using this data, we designed and developed a recommender system based on the importance weights of 14 learner variables, categorized into four groups: (a) demographic information, (b) motivational orientation for language learning (instrumental vs. integrative), (c) learning styles, and (d) learning experience. The results based on RandomForestRegressor model revealed that language learning motivation, learning styles (specifically information processing), and usage frequency were significantly more influential than general demographic factors in predicting learners' evaluation of the apps. Furthermore, learners' perception of the recommender system revealed that the recommender system was relevant and engaging, effectively meeting their needs and assisting them in selecting appropriate language learning apps. Overall, this study demonstrates the potential of educational recommender systems that consider learners' motivation, experience, and learning styles.

• 한국임상보건과학회지
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• 제4권4호
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• pp.769-781
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• 2016

Purpose. The purpose of this paper was to analyze the educational needs of industry which will hire learner and to develop curriculum to meet the demand. Methods. This study was a descriptive research based on survey results. In each questionnaire, the number of responses and ratios were measured to determine the priorities of the questionnaire items and the education demand was evaluated based on these priorities. Results. The core competency keywords for nurses in industry are knowledge, technology, and communication. In the industry needs for curriculum development, the importance of education to be strengthened for nurse training was found to be core basic nursing skills, nursing process application ability, communication ability, creative nursing problem solving ability, personality and foreign language ability. Conclusion. This study has laid the groundwork for the development of competency based curriculum based on environmental factors and reducing the problems of mis - matching between industry and education.

• 한국컴퓨터정보학회논문지
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• 제10권4호
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• pp.365-373
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• 2005

유비쿼터스 환경을 위한 웹 기반 교육 시스템으로서 다양한 온라인 학습에 대한 새로운 교수 모형이 요구되고 있다. 또한, 학습자의 요구에 맞는 코스웨어의 주문이 증가되고 있는 추세이며 그에 따라 웹 기반 교육시스템에 효율적이고 자동화된 교육 에이전트의 필요성이 인식되고 있다. 그러나 현재 연구되고 있는 많은 교육 시스템들은 학습자 성향에 맞는 코스를 적절히 서비스해 주지 못할 뿐 아니라 지속적인 피드백과 학습자가 코스를 학습함에 있어서 취약한 부분을 재학습 할 수 있도록 도와주는 서비스를 원활히 제공하지 못하고 있다. 본 논문에서는 취약성 분석 알고리즘을 이용한 학습자 중심의 유비쿼터스 환경팩터를 통한 코스 스케줄링 멀티 에이전트 시스템을 제안한다. 제안한 시스템은 먼저 학습자의 학습 평가 결과를 분석하고 학습자의 학습 성취도를 계산하며, 이 성취도를 에이전트의 스케줄에 적용하여 학습자에게 적합한 코스를 제공하고, 학습자는 이러한 코스에 따라 능력에 맞는 반복된 학습을 통하여 적극적인 완전학습을 수행하게 된다.