• Journal of Medicine and Life Science
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• 제21권3호
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• pp.53-61
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• 2024

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

• Educational Technology International
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• 제23권1호
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• pp.41-66
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• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• Educational Technology International
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• 제24권2호
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• pp.169-202
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• 2023

This study aims to develop instructional design strategies included in educational programs that can effectively improve the educational data literacy of pre-service teachers. We used the design and development model proposed by Richey and Klein and investigated its internal and external validity. Internal validity assessment involved the input of five experts who evaluated the initial instructional strategies. We conducted an educational data literacy education program with 29 pre-service teachers from Korean colleges and graduate schools for external validity. The effectiveness of the program was verified by the Wilcoxon Rank Sum Test, which revealed a meaningful statistical difference between Wilcoxon Rank Sum Test post-scores after the four weeks of online classes. Therefore, this study developed instructional strategies followed by the steps of data-based decision-making: the final instructional strategies encompass 21 strategies, categorized for implementation before, during, and after classes, accompanied by 38 detailed guidelines. This approach bears notable significance as it encapsulates actionable and effective instructional strategies thoughtfully tailored to the unique circumstances and educational setting of the field, as well as the specific characteristics and requirements of the learners.

• 인터넷정보학회논문지
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• 제8권2호
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• pp.117-135
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• 2007

본 연구는 1) 고등교육기관에 있는 장애 학습자와 그들의 웹 기반 교수자(web-based instructional personnel: WBI 교수자)의 웹 접근성에 관한 인식도를 알아보고, 장애 학습자들을 위한 접근 가능한 WBI를 설계 개발하기 위해 WBI 교수자들에 의해 실제로 사용되고 있는 효과적인 WBI 교수설계전략들은 무엇인지를 밝혀내는 데 그 목적이 있다. 본 연구를 위해 미국 중서부 지역 소재 대학에 재학(직) 중인 16명의 장애 학습자와 WBI 교수자들이 개별 인터뷰에 참여하였다. 연구 결과, 장애 학습자나 WBI 교수자들은 웹 접근성에 대해 거의 알지 못하고, 이를 위한 준비도 되어 있지 않았다. 그러나 웹 접근성을 제공하는 것은 장애 학습자에 대한 기회의 평등과 삶의 질을 보장하는 것이며, 이는 혁신적인 기술에 의해 상당부분 해소될 수 있다는 강한 신념을 가지고 있었고, 웹 접근성 규준이나 지침을 통과하였다 하더라도 이는 웹 접근성을 보장하기 위한 최종 단계가 아닌 시작에 불과하다고 인식했다 WBI 교수자들은 또한 장애 학습자를 포함, 보다 다양한 학습자들의 요구를 수용하기 위해서는 다양한 교수방법 등이 제공되어야 하며, 비록 웹 접근성과 이를 구현하기 위한 구체적인 방안에 대해서는 잘 모르지만 접근 가능한 WBI를 설계 개발하기 위해서는 적절한 WBI 교수설계전략이 사용되어야 한다고 주장했다. 마지막으로. 접근 가능한 WBI를 만들기 위해 WBI 교수자들에 의해 사용된 몇 가지 효과적인 교수설계전략들이 기술되었다.

• 한국컴퓨터정보학회논문지
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• 제22권10호
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• pp.129-135
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• 2017

This research is to identify an easy and effective method of teaching-learning plan. The teaching-learning plan is a blue_print applied for designing effective lessons. However, most of the teachers regard it as a difficult and inefficient job. This study proposed the concrete instructional model framework as a tool to develop the teaching-learning plan easily and effectively. The concrete instructional model framework will represent a decomposed instructional strategy applied for each step of the instructional model developed by educational researchers. This method is applied to develop a computer teaching-learning plan. Therefore, the proposed method will expand an easier teaching-learning plan. Furthermore, the proposed method develops a teaching-learning plan with fluent content in detail based on low-level instruction strategies applied in the concrete instruction model framework.

• 공학교육연구
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• 제26권6호
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• 정보교육학회논문지
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• 제9권4호
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• pp.627-634
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• 2005

본 연구는 컴퓨터 교과의 내용학 수업을 쉽게 설계할 수 있는 수업설계 전략을 마련하고 그에 따른 효과적인 수업안을 제시하였다. 구조의 관점에 입각한 소프트웨어 설계의 구조적 방법론의 틀 속에서 설계원리를 유지해 나가면서 개념지도의 구조화 아이디어를 도입하였다. 그리고 교사에게 수업설계에 대해 쉽게 이해하고 간편하게 설계할 수 있도록 수업설계 전략을 시각적으로 구조화하며, 수업안 작성 역시 시각적 구조화를 실현하며 학생들 또한 개념지도의 인지적 시각적 특성을 반영하여 효과적인 학습이 되도록 구조적으로 구안하였다. 그리고 수업설계 전략에 따라 제시된 수업안의 타당성을 분석하였다.

• International Journal of Contents
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• 제12권2호
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• 한국문헌정보학회지
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• 제58권3호
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• pp.35-64
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• 2024

본 연구의 목적은 다원적인 사회의 흐름에 따라 도서관이 기록관, 박물관과 협력을 통해 공간과 역할을 확장하는 변화에 주목하여 융합적 공간으로 전환하는 도서관의 미래지향적 요소를 학교도서관 교육에 적용하고 교육전략 및 모형을 개발하는데 있다. 본 연구에서는 지식문화복합공간을 의미하는 용어로 '라키비움'을 설정하고 개념과 기능을 파악하여 요소를 도출하였고 기록관, 박물관, 미술관이 수집·관리하는 자료의 특성 및 국내외 교육정보서비스를 분석하여 학교도서관 교육과 연계할 수 있는 방안을 모색하였다. 본 연구는 학교도서관에서 교수-학습 매체가 효율적으로 선정 및 활용될 수 있도록 매체 사용이 강조된 ASSURE 교수설계 모형을 기반으로 하여 '탐구기반정보활용', '교과연계, 융합', '협업, 공유, 확산', '디지털 아카이브'의 라키비움 전략을 수립하고 교육 내용을 구성하였다. 단계별 수행 및 절차에 대해서는 현장 전문가의 평가와 의견을 반영하고 수정·보완을 거쳐 라키비움 전략과 자원 및 탐구중심 수업을 포함하는 협력적 교육모형을 개발하였다.

• 한국문헌정보학회지
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• 제49권2호
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• pp.135-168
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• 2015

본 연구의 목적은 초 중 고등학교 수업 자료의 재사용과 공유를 효율적으로 지원하기 위한 큐레이션 시스템의 기능을 도출하는 것이다. 수업 자료의 활용현황을 조사한 면담을 통해 현장 교사들이 수업 자료를 자주 사용하고 있다는 것과 수업 자료 생산 매체 및 수업 자료 사용 목적이 초등학교와 중 고등학교 간 차이가 있다는 것을 확인하였다. 설문 조사를 통해 재사용과 공유를 위한 큐레이션 시스템의 요구사항을 도출하였다. 큐레이션 전략에 관한 기존의 연구를 조사하여 효과적인 시스템 운영을 위한 정책, 디자인, 표준 및 도구에 대한 전략을 식별하였다. 이상의 조사 결과를 반영하여 설계한 큐레이션 시스템의 업무와 기능은 다음과 같다. 개인 작업 공간에서 구현되어야하는 업무는 인증, 환경설정, 등록, 보관, 편집을 통한 재사용이다. 공유를 위한 공동 작업 공간으로 구현되어야하는 업무는 접수, 저장, 동료 평가, 접근이다.