• Educational Technology International
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• 제12권2호
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• pp.19-46
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• 2011

The purpose of the study was to identify the characteristics of classroom inquiry features exhibited on a web-based discussion board, which is called the Message Board. Approximately 4,000 students from 80 schools with 60 on-line scientists were participated in the study. During the study, a total of 639 messages in the selected cluster and several patterns were identified and analyzed. Three main features of the classroom inquiry were analyzed in terms of: 1) learner gives priority to evidence in responding to questions; 2) learner formulates explanations from evidence; 3) learner communicates and justifies explanations. The results are as follow. First, once learners identified and understood the questions posed by the curriculum, they needed to collect evidence or information in responding to the questions. Depending on the question that students were given, types of evidence/data students needed to collect and how to collect the data could vary. Second, students' formulated descriptions, explanations, and predictions after summarizing evidence were observed on the Message Board. However, the extent to which students summarized evidence for descriptions, explanations, and predictions varied. In addition, students were able to make a better use of evidence over time when they formulate descriptions and explanations. Third, the Message Board was designed to allow the great amount of learner self-direction. Classroom teachers and on-line scientists played an important role in providing guidance in developing inquiry. At the same time, development of content understanding also contributed to inquiry development.

• 한국언론정보학보
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• 제33권
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• pp.253-285
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• 2006

본고는 개별 시민들이 일상생활 속에서 체감하는 문제들을 네트 상에서 제기하고 동일한 이해를 갖는 시민들이 자발적으로 참여하여 조직되는 개인 차원의 온라인 시민 사회운동에 관심을 갖고 안티닉스 운동을 사례로 삼아 운동의 공론화는 누가 어떤 과정으로, 어떻게 진행했으며, 어떤 결과를 낳았는가와 안티닉스 운동의 공론화 과정에서 형성되는 담론의 특징은 무엇인가를 분석해 보았다. 연구 결과 안티닉스 운동은 사이트 운영자와 그를 따르는 적극적 참여자에 의해 주도된 것으로 나타났다. 또한 운동 전반에 걸쳐 사이트 운영자의 다양한 운동 전략이 사이트 방문자들의 적극적 참여를 유도하는 안티닉스 운동의 성공요인임을 확인할 수 있었다. 또한, 안티닉스 운동 게시판의 공론장은 익명성을 바탕으로 욕설과 비방이 주를 이루기보다는 전통적 공론장의 기능과 역할에 가깝다는 점을 발견할 수 있었다. 또한 일시적으로 난장의 요소가 지나쳐 공론장의 기능을 약화시키는 경우, 이를 견제하는 이성적인 참여자들이 등장하는 것을 발견할 수 있었다. 또한, 게시판 운영자의 전략적이며 효과적인 대응 역시 안티닉스 운동의 공론장이 전통적인 공론장에 가깝게 기능할 수 있도록 돕는 데 중요한 요소로 작용하고 있음을 확인 할 수 있었다.

• 한국간호교육학회지
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• 제9권2호
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• 한국컴퓨터정보학회논문지
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• 제14권11호
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• pp.221-232
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• 2009

본 연구는 4년제 대학에서 교수자에 따른 웹기반 강의지원시스템의 활용도를 분석하였다. 수집 자료는 수도권 S대학, D대학, K대학의 2009년1학기 강의에서 담당교수 5,023명과 12,733강좌를 대상으로 웹기반 수업지원시스템의 활용도를 서버에 저장된 로그파일을 이용하여 분석하였다. 구체적으로 교수자 및 계열별 강좌의 웹기반 수업지원시스템의 활용빈도 및 백분율을 제시하였다. 뿐만 아니라 수업지원시스템의 주요기능의 활용빈도 및 백분율이 분석되었고, 주요기능 중 공지사항, 수업자료, 공유게시판, 자유게시판 이용횟수에 대하여 교수자 및 계열별 이용횟수에 대하여 카이분석을 실시하였다. 연구결과 전체교수자의 62.28%와 전체강좌의 50.3%가 웹기반 수업지원시스템을 활용하였다. 주요 기능의 이용도를 분석한 결과 수업자료공유의 목적이 43.8%로 가장 높았으며, 공지사항이나 토론 기능의 이용은 다소 낮은 편이다. 이는 대부분의 교수자나 강좌에서 웹기반수업지원 시스템을 오프라인수업의 보충적 수단으로 활용하고 있어 실제적인 운용과 설계가 요구된다.