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대학 비대면 교육에서 학습자의 교수 실재감, 사회적 실재감, 인지적 실재감과 학습성과와의 영향에 관한 구조적 관계 연구
김준원(Junwon Kim),한승연(Seungyeon Han) 한국평생교육HRD학회 2022 평생교육 인적자원개발연구 Vol.1 No.2
연구배경 : 코로나19 사태로 인해 비대면 온라인 교육의 중요성이 부각 연구목적 : 대학 비대면 교육에 있어서 비대면 온라인 학습에서 학습성과의 질을 향상해야 한다는 필요성이 제기되어 학습경험을 설명하는 변인으로 실재감에 관한 연구가 필요 연구방법 : 비대면 온라인 수업을 수강한 대학생 325명 대상 모바일 설문조사, SPSS 및 AMOS 등 통계 패키지 활용 통계분석 및 가설검정 연구결과 : 대학 비대면 온라인 교육에 있어서 인지적 실재감은 학습성과에 직간접적으로 유의하게 영향을 미치며, 교수 실재감은 사회적 실재감과 인지적 실재감에 유의하게 영향이 있음. 시사점 : 대학에서 온라인 교육의 수업 설계에서 교수 실재감, 사회적 실재감, 인지적 실재감을 고려한 실천적 방안 마련을 위한 기초자료를 제공하는 것에 본 연구의 의의가 있음. Background of Study : The importance of non-face-to-face online education has been highlighted due to the COVID-19 pendemic. Research Objective : In university non-face-to-face education, the need to improve the quality of learning outcomes in non-face-to-face online learning has been raised, and research on reality is needed as a variable that explains the learning experience. Materials and Methods : Mobile survey of 325 university students who took non-face-to-face online classes, statistical analysis and hypothesis testing using statistical packages such as SPSS and AMOS Results and Discussion : In university non-face-to-face online education, cognitive presence directly or indirectly significantly affects learning outcomes, and teaching presence significantly affects social presence and cognitive presence. Significance of Study : The significance of this study is to provide basic data for the preparation of practical measures considering the sense of professor presence, social presence, and cognitive presence in online education class design at universities.
강태웅(Taewoong Kang),김재원(Jae-Won Kim),반건호(Geon Ho Bahn),송숙형(Sook Hyung Song),김준원(Junwon Kim),김지훈(Ji-Hoon Kim),김윤정(Yoon-Jung Kim),김의정(Eui-Jung Kim),김태호(Tae-Ho Kim),양수진(Su-Jin Yang),양재원(Jaewon Yang),이소영(S 대한소아청소년정신의학회 2015 소아청소년정신의학 Vol.26 No.4
Objectives:Symptoms of attention-deficit hyperactivity disorder (ADHD) during childhood may persist into adulthood. This study included the development and validation process of the Korean Adult ADHD Rating Scale (K-AARS), which was developed for screening and monitoring treatment of adults with ADHD. Methods:Preliminary questionnaires of the K-AARS were based on the reviews of previous adult ADHD scales and clinical experiences of the board certified child and adolescent psychiatrists in Korea. For this study, 136 adults (18–50 years old) with inattention, hyperactivity and/or impulsivity symptoms were enrolled as ADHD subjects, and compared with 406 control subjects (18–50 years old) without ADHD symptoms. Construct validity was examined using explorative factor analysis and Cronbach’s alpha to obtain internal reliability coefficients. Concurrent validity was evaluated by comparison with the Conners’ Adult ADHD Rating Scale (CAARS). Results:An explorative factor analysis showed that the K-AARS had 8 factors (inattention, hyperactivity, impulsivity, antisocial personality disorder/conduct disorder/oppositional defiant disorder, impairment, driving, emotional dysregulation, disorganization). K-AARS was highly reliable in terms of internal consistency (Cronbach’s alpha 0.77–0.95) and correlation between factors (0.57–0.86). Concurrent validity with the CAARS and discriminant validity were statistically significant. Conclusion:The K-AARS is a valid and reliable measure for assessment of Korean adults with ADHD.