온라인 학습공동체에서 사회적 실재감이 학습몰입과 학습효과에 미치는 영향

조은미 ( Eun Mi Cho ),한안나 ( Ahn Na Han ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2010 교육정보미디어연구 Vol.16 No.1

본 연구에서는 온라인 학습공동체에서 사회적 실재감이 학습몰입과 학습효과에 미치는 영향을 규명하고, 사회적 실재감이 학습효과를 예측하는데 있어서 학습몰입이 매개변인으로 작용하는지 규명하고자 하였다.2009학년도 2학기 A사이버대학에서 개설된 `인적자원개발론`과목을 수강하는 학생 150명을 대상으로 하였다.사회적 실재감과 학습몰입, 학습효과 변인인 성취도와 참여도, 만족도를 측정하여, 각 변인들 간의 관계를 검증하기 위해 회귀분석, 공변량 구조분석을 실시하였다.본 연구의 주요 결과는 다음과 같다.첫째, 사회적 실재감은 학습몰입을 유의미하게 예측하는 변인이며(ß= .791), 사회적 실재감의 하위요인에서는 상호지원 및 집중(ß= .477)과 개방적 커뮤니케이션(ß= .259)요인 만이 학습몰입을 유의미하게 예측하는 변인임이 밝혀졌다.둘째, 사회적 실재감은 학습자의 성취도(ß= .435), 참여도(ß= .337), 만족도(ß= .764)를 유의미하게 예측하는 변인으로 나타났다.셋째, 사회적 실재감과 학습효과의 관계에서 학습몰입은 매개효과가 있는 것으로 나타났다.이는 사회적 실재감은 학습몰입에 직접적으로 영향을 미치기 보다는 학습몰입을 통해서 학습효과에 간접적으로 영향을 미치는 것을 시사한다.본 연구결과는 사회적 실재감을 높이기 위한 방법이나 학습몰입의 효과를 증진 시키는 방법에 대해 제시하기 보다는 사회적 실재감이 학습몰입과 학습효과에 영향을 준다는 사실에 초점을 맞추었다.본 연구는 사회적 실재감과 몰입의 관계, 사회적 실재감과 학습효과와의 관계, 몰입과 학습효과와의 관계를 종합적으로 규명하였다는데 의의가 있다. The purpose of this study is to find the effect of social presence on learning flow, learning effects in online learning community and to investigate the mediation effect of learning flow on social presence and learning effects. Data from 150 students who are taking Human resource development subject in the 2nd semester of 2009 at A cyber university were statistically analyzed. These variables were measured by social presence, learning flow, satisfaction, achievement, and participation of learners. The date was analyzed with multiple regression, analysis of covariance structure. The main findings of this study are as follows. First, the results of social presence in online learning community as a variable predicting learning flow proved to be significant(ß= .791), and out of sub-factors of social presence, only mutual support and empathy(ß= .477)and open communication(ß= .259) was a significant variable to predict learning flow. Second, the results of social presence in online learning community as a variable predicting learner`s achievement(ß= .435), participation(ß= .337) and satisfaction(ß= .764) proved to be significant. Third, it was proved that learning flow acted as a mediating variable. That is learning effects appeared to affect social presence and learning flow. Therefore, learning effects could be evident when learner`s learning flow is high. This study focuses on whether the learner`s social presence has an effect on learning flow and learning effects rather than suggesting methods of stimulating the learner`s socia lpresence, inducing learning flow. Furthermore, the relationship between social presence and learning flow, social presence and learning effects, and learning flow and learning effects are investigated on the whole.

일반대학 이러닝에서 학습자요인, 교수실재감, 콘텐츠품질이 학습만족도 및 학습지속의향에 미치는 영향: 학습몰입의 매개효과를 중심으로

김한주,노석준,유병민 교육종합연구원 2015 교육종합연구 Vol.13 No.2

This study aims to identify the relationships among learner characteristics (self efficacy, self-regulated learning), teaching presence, content quality (system quality, information quality, and service quality), learning flow, and learning effects (learning satisfaction, learning persistence), and the mediating effect of learning flow between learner characteristics, teaching presence, content quality and learning effects in general university e-learning. The survey was conducted to the students who were taking an e-learning course offered by K University in Seoul, Korea from September 22, 2014 to October 5, 2014, and 295 cases were analyzed for this study. AMOS 21 was utilized for analyzing structure equation modeling and the mediating effect was verified by Sobel test. The results of this study were as follows: First, the fit of model has a good level (=695.26, df=253, TLI=.90, CFI=.91 RMSEA=.077), meaning that the research model is appropriate. Second, learner characteristics, teaching presence, and information quality of content quality statistically significantly affect learning flow. Third, learning flow also statistically significantly influence on learning effects. Fourth, learning flow mediate between learning characteristics, teaching presence, and information quality of content quality, and learning effects. Based on the research findings, several effective instructional design strategies to improve learning effects of the students who are taking e-learning courses offered by general university were suggested.

플립드 러닝을 적용한‘3D구성'수업이 청각장애 대학생의 학습동기 및 학습능력, 수업효과에 미치는 영향

범효이,정진자,이아정 대구대학교 한국특수교육문제연구소 2022 특수교육저널 : 이론과 실천 Vol.23 No.4

[Purpose] The purpose of this study was to examine the effects of the 3D composition subject with applying flipped learning on learning motivation, learning ability, and teaching effects of college students with hearing impairments. [Method] The subjects of the study were 35 college students with hearing impairments, and the ‘3D composition’ subject was designed according to the flipped learning model. Changes in learning motivation and learning ability were analyzed using a Paired samples t-test for pre-post results, the teaching effects were analyzed technically, and the learning experience was analyzed after an interview with the research subject. [Results] The ‘3D composition’ subject to which flipped learning was applied had a positive effect on learners’ learning motivation, learning ability, and teaching effects. The results of the analysis of participants’ interviews confirmed that flipped learning was a topic that helped students improve their learning interest, self-directed learning ability, cooperative learning ability, information literacy, and develops logical thinking ability. [Conclusion] First, flipped learning had a positive effect on the learning motivation and learning ability of college students with hearing impairments. Second, flipped learning had a positive effect on the teaching effects of college students with hearing impairments. Third, it provided a positive learning experience for all flipped learning participants. The results of this study provide positive implications for the expansion and application of college students with hearing impairments to art major-related subjects and other major class subjects. [목적] 본 연구의 목적은  플립드 러닝을 적용한 ‘3D구성' 수업이 청각장애 대학생의 학습동기 및 학습능력, 수업효과에 미치는 영향을 살펴보는데 있다. [방법] 연구 대상은 청각장애 대학생 35명으로, 플립드 러닝 모델에 따라‘3D구성' 과목을 설계했다. 학습동기와 학습능력의 변화는 사전사후 결과에 대한 대응 표본 t 검정(Paired samples t-test)으로, 수업 효과는 기술적으로 분석하였으며, 학습체험은 연구대상과의 면담 후 내용분석을 수행하였다. [결과] 플립드 러닝을 적용한 ‘3D구성’ 수업은 학습자의 학습 동기, 학습 능력 및 교육 효과에 긍정적인 영향을 미쳤다. 참가자의 인터뷰 분석 결과는 플립드 러닝이 학생들의 학습 흥미와 자기주도 학습능력 그리고 협동학습 능력을 향상시키며 정보 소양을 향상시키고 논리적 사고 능력의 발달에 도움이 되는 주제임을 확인하였다. [결론] 첫째, 플립드 러닝은 청각장애 대학생의 학습동기 및 학습능력향상에 긍정적인 영향을 미친다. 둘째, 플립드 러닝은 청각장애 대학생들의 수업 효과에 긍정적인 영향을 미친다. 셋째, 플립드 러닝 참가자 모두에게 긍정적인 학습 경험을 제공한다. 본 연구 결과는 청각장애 대학생의 미술 전공 관련 교과에의 확대 적용과 다른 전공 수업 교과목에의 적용에 긍정적인 시사점을 제공한다.

문제중심학습(PBL)의 학습효과에 대한 메타분석

손미 ( Mi Shon ),하정문 ( Jung Moon Ha ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2008 교육정보미디어연구 Vol.14 No.3

본 연구는 메타분석법을 적용하여 문제중심학습을 활용한 교수-학습이 학습효과(인지영역, 정의적 영역)에 어느 정도 영향을 미치는지를 분석하고자 하였다. 이를 위해 2000년부터 2007년까지 연구된 문제중심학습을 활용한 교수-학습의 효과를 검증한 석·박사 학위논문 49편을 대상으로 총 93개의 효과크기를 산출하였고 효과크기에 대한 변인 간 차이는 ANOVA검정을 적용하였으며 얻어진 연구 결과는 다음과 같다. 첫째, 문제중심학습을 활용한 교수-학습이 학습 효과의 향상에 미치는 평균 효과크기는 .81로 큰 편이었고, U3값이 79.16%를 나타내어, 문제중심학습을 활용한 교수-학습 집단이 그렇지 않은 집단보다 학생들의 학습 효과를 29.16% 향상시킨 것으로 나타났다. 둘째, 문제중심학습은 사회, 과학, 실과 등 비교적 전 교과영역에서 학습효과 향상에 영향을 미친 것으로 나타났으며 초등, 중등, 고등, 성인 교육에서 비교적 전반적으로 학습효과를 나타내고 있었다. 또한 면대면 학습환경 뿐만아니라 웹기반, 불랜디드 학습환경에서도 학습효과를 기대할 수 있는 것으로 나타났으며 학습대상 인원과 관련하여 문제중심학습은 학습대상의 인원에 큰 영향을 받지 않고 학습효과를 기대할 수 있는 것으로 나타났다. 셋째, 문제중심학습의 종속변인에 대한 평균효과크기는 인지적 효과가 .69, 정의적 효과가 1.10로 나타나 문제중심학습은 인지적 학습효과 및 정의적 학습효과 모두에 긍정적인 영향을 미치는 것으로 기대된다. 마지막으로 본 연구는 문제중심학습의 양적연구만을 대상으로 분석되었지만 보다 명확한 결과를 확보하기 위해서는 문제중심학습의 교수-학습과정에서 나타나는 질적 자료에 대한 메타분석이 후속적으로 이루어져야 함을 제언하였다. The purpose of this research was to analyze the learning effects of teaching-learning that adopts problem-based learning using meta-analysis method. Forty nine MA and Ph.D degree papers published from 2000 to 2007 were analyzed and 93 effect sizes were calculated. The verifications of the differences among variables were carried out with F-verification. The results of the research are as follows: First, teaching-learning that adopts problem-based learning turned out to be highly effective in improving learning effect. The total mean effect size was as big as .8819 and the value of U3 was 79.16%. The teaching-learning group that adopts problem-based learning increased learning effect by 29.16% compared with the control group. Second, the mean effect size of problem-based learning on cognitive domain was .69 and all each effect size of sub variables of cognitive domain showed medium effect size, but there was no statistically significant differences among them. Third, the mean effect size of problem-based learning on affective domain was 1.10 and all each effect size of sub variables of cognitive domain showed high effect size, but there was no statistically significant differences among them. Forth, in terms of subjects, problem-based learning was effective methods for social studies, science, home economics, and others. Also, it was proved that problem-based learning was effective method for elementary, secondary, and university students with medium effect size of over .68. Fifth, in terms of learning environments, problem-based learning was effective methods to be used for all face-to-face, computer-mediated, and blended learning environments with the effect size of over .6591. Also, it was proved that problem-based learning was effective method regardless of the treatment duration with the effect size of over .74.

대학생의 플립러닝 수업 만족도 및 학습효과 인식에 영향을 미치는 요인

김명희(Kim, Myunghee) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.8

본 연구의 목적은 플립러닝 수업에서 학생의 만족도와 학습효과 인식에 영향을 미치는 요인을 알아보기 위한 것이다. 자료 수집을 위해 A대학에서 2019년에 플립러닝 수업을 수강한 학생을 대상으로 설문을 실시하였으며, 총 185명이 연구에 참여하였다. 자료 분석을 위해 SPSS 25 프로그램을 활용하여 신뢰도 분석, 기술통계 분석, 상관분석, 다중회귀분석, 단순회귀분석을 실시하였다. 분석 결과는 다음과 같다. 첫째, 플립러닝 수업에서 학생의 만족도에 유의미한 영향을 미치는 요인은 사전학습 콘텐츠, 상호작용, 사전학습 확인 활동, 사전학습 콘텐츠 이용 편의성 순으로 나타났다. 둘째, 학습효과 인식에 유의미한 영향을 미치는 요인은 학습자 중심 수업 활동, 미니강의, 사전학습 콘텐츠 이용 편의성 순으로 나타났다. 셋째, 수업 만족도는 학습효과 인식에 통계적으로 유의미한 영향을 미치는 것으로 분석되었다. 연구 결과에 따르면, 플립러닝 수업에서 학생의 만족도 향상을 위해서는 사전학습 콘텐츠의 질과 이용 편의성을 높이는 것이 중요하며, 사전학습 이수 및 이해도 확인 활동이 이루어져야 한다. 이와 함께 교수자-학습자, 학습자-학습자 간 상호작용 증진 전략이 요구된다. 한편, 학습효과 인식을 높이기 위해서는 교실 수업에서 이루어지는 학습자 중심 수업 활동의 질 향상이 중요하며, 미니강의를 통한 추가 설명 및 지도가 병행될 필요가 있다. 끝으로, 수업의 만족도가 학습효과 인식에 유의미한 영향을 미친다는 결과는 수업 만족도와 학습효과를 함께 고려한 수업 설계 및 운영이 중요함을 시사한다. The purpose of this study was to discover the factors that influence students satisfaction and perception of learning effects in flipped classrooms. For data collection, a survey was conducted among students who had taken flipped learning classes in 2019 at A University, and a total of 185 students participated in the study. For data analysis, the SPSS 25 program was used to perform reliability analysis, descriptive statistics analysis, correlation analysis, simple regression analysis, and multiple regression analysis. The main results were as follows. First, the factors that had a statistically significant influence on students’ satisfaction in flipped classrooms were done in the order of pre-class learning content, interaction, pre-class learning confirmation activity, and the convenience of using pre-class learning content. Second, the factors that had a statistically significant influence on students’ perception of learning effects were sequenced in the order of learner-centered class activities, mini-lectures, and convenience of using pre-class learning content. Third, class satisfaction had a statistically significant effect on the perception of learning effects. According to the results of the study, in order to increase student satisfaction in flipped classrooms, it is important to improve the quality and convenience of using pre-class learning content, and activities to check the completion of pre-class learning and students’ level of understanding. In addition, strategies to enhance the interaction between teacher-learners and learners-learners are needed. Meanwhile, in order to raise students’ perception of learning effects, it is important to improve the quality of learner-centered activities in class and essential to give additional explanations and guidance through mini-lectures. Finally, the result that class satisfaction has a statistically significant effect on the perception of learning effects suggests that it is important to design and operate classes considering both class satisfaction and learning effects.

The mediating effect of self-regulated learning on the relationship between learning presence and learning effect of nursing students

Jeong, Seung Eun,Han, Jung Hee 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10

Aims: This study aims to improve academic efficiency and quality of learning process in an e-learning environment that can be continuously used in the future by identifying the relationship between the learning presence, self-regulated learning, and learning effect experienced by nursing students in the e-learning environment. Methods: The research instrument consisted of a questionnaire consisting of 5 general characteristics, 26 questions of learning presence, 15 questions of learning effect, and 16 questions of self-regulated learning, and a total of 62 questions. For data analysis, t-test, One-Way ANOVA, Pearson Correlation Coefficient and Baron and Kenny"s 3-step mediating effect verification procedure using multiple regression analysis was performed using SPSS/WIN 22.0 program. Results: The mean score of the subjects" learning presence was 3.78±0.58, and environment structuring was the highest at 3.85±0.65. Learning effect and learning presence (r=.90 p<.001), and learning effect and self-regulated learning (r=.77 p<.001) showed a high correlation among the four sub-factors of self-regulated learning. Learning presence and self-regulated learning (r=.78 p<.001) showed a positive correlation. It was found that self-regulated learning partially mediates the learning presence and learning effect. Conclusions: Nursing students" learning presence and self-regulated learning were found to affect their learning effects. Also, it was found that self-regulated learning partially mediates the relationship between learning presence and learning effect. Among learners" self-regulated learning, the environmental structuring is the highest, so it is necessary to create learning conditions in order to improve the learning effect. Learning presence appears to significantly predict the learning effect, so methods to increase the learning presence through active communication between professor and learners is needed. In addition, effective instructional design and various operational strategies for nursing students are essential to improve the quality of learning effects.

국내 온라인 학습에서 실재감의 효과에 관한 메타분석

이정민 ( Jeongmin Lee ),남선혜 ( Sunhye Nam ),허미선 ( Miseon Huh ),배윤주 ( Yoonju Bae ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2020 교육정보미디어연구 Vol.26 No.4

본 연구는 국내 온라인 학습에서 실재감이 학습성과에 미치는 효과를 종합적이고 체계적인 분석을 통해, 온라인 학습설계에서 실재감을 높이는 지침을 제안하는 데 목적이 있다. 이를 위해 2011년부터 국내에서 발표된 학술지 및 학위논문을 중심으로 기준에 부합하는 총 50편의 연구를 선정하고 수집된 195개의 효과크기를 토대로 실재감의 학습성과에 대한 전체 효과크기, 교수ㆍ인지적ㆍ사회적ㆍ감성적실재감 등 실재감 요인별 효과크기, 인지적ㆍ정의적ㆍ사회적ㆍ메타인지적 영역 등 학습성과 영역과 변인별 효과크기, 출판 유형, 연구 대상, 교과목 구분, 과목 영역, 정규수업 유무 등 조절변인별 효과크기를 산출하였다. 연구 결과는 다음과 같다. 우선, 실재감의 전체 효과크기는 0.56으로 큰 효과크기로 나타났다. 둘째, 실재감 요인별 효과크기를 살펴본 결과, 모든 실재감 요인에서 큰 효과크기가 나타남을 확인할 수 있었다. 셋째, 학습성과 영역별로 실재감의 효과를 살펴본 결과 정의적 영역과 사회적 영역은 큰 효과크기, 인지적 영역과 메타인지 영역은 중간 효과크기를 보였다. 학습성과 변인별 분석 결과에서는 만족, 몰입, 상호작용, 자기효능감, 학습지속의향은 큰 효과크기, 성취도와 자기주도학습능력 및 자기조절학습능력은 중간 효과크기를 보였다. 넷째, 조절변인 중 연구 대상과 교과목 구분이 통계적으로 유의하게 나타났다. 결론적으로 본 연구는 메타분석을 통해 실재감이 학습성과에 미치는 통합적 효과를 규명할 수 있었으며, 이를 기반으로 온라인 학습에서 학습성과를 높이기 위한 교수 설계적 시사점을 제안하였다. The purpose of this study is to provide information and guidelines with regard to online learning designs during the COVID-19 outbreak based on the comprehensive and systematic analysis of effects of presence in domestic online learning outcomes. For investigating this purpose, a total of 50 studies meeting the criteria, which were mostly academic journals and theses published since 2011, were selected, and the general effect size of presence on online learning outcomes, the effect size of presence by factors such as instructionalㆍcognitiveㆍsocialㆍemotional presences, the effect size of presence by learning performance areas such as cognitiveㆍdefinitionalㆍsocialㆍ meta-cognitive areas and by variables and the effect size of presence by moderator variables such as the effect size of variables, type of publication, subject of study, classification of subjects, subject area and whether it is a regular class or not were calculated. The results are as follows: First, the general effect size of presence was 0.56, which was a large effect. Second, according to the result of the effect size of presence by factors, all the factors showed large effect sizes. Third, the result of the effect of presence by learning performance areas, definitional and social areas showed large effect sizes while cognitive and meta-cognitive areas showed medium effect sizes. Regarding the analysis result of the effect size of presence by learning performance variables, satisfaction, immersion, interaction, self-efficacy and intention to continue learning showed large size effects while achievement, self-directed learning ability and self-regulated learning ability showed medium effect sizes. Fourth, among moderator variables, subject of study and classification of subjects showed a statistical significance. In conclusion, this study established the integrated effect of presence on online learning outcomes through the meta analysis, and based on this, it suggested design and implementation guidelines to enhance online learning outcomes.

과학 학습에서 유발되는 과학상태호기심 및 과학상태불안 수준에 따른 학습효과

강지훈 ( Jihoon Kang ),김지나 ( Jina Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

본 연구는 초등학교 5∼6 학년 학생을 대상으로 과학 학습 상황에서 과학상태호기심(Science State Curiosity; SSC) 및 과학상태불안(Science State Anxeity; SSA) 수준에 따른 학습효과를 구명하는데 목적이 있다. 이를 위해 과학 학습을 과학 문제 대면(Ⅰ), 결과 확인(Ⅱ), 과학 개념 학습(Ⅲ)의 세 가지 상황으로 구분하여 각 학습 상황에서 SSC 및 SSA를 측정하여 분석하였다. SSC 및 SSA가 학습효과에 미치는 순 영향을 파악하기 위해 학습효과에 영향을 줄 것으로 예상되는 과학호기심, 인지욕구, 과학자아개념, 과학불안, 흥미를 통제하였다. 과학 문제 대면 상황에서의 SSC 및 SSA를 ‘SSCⅠ’ 및 ‘SSAⅠ’으로, 결과 확인 상황에서의 SSC 및 SSA를 ‘SSCⅡ’ 및 ‘SSAⅡ’로, 과학 개념 학습 상황에서의 SSC 및 SSA를 ‘SSCⅢ’ 및 ‘SSAⅢ’로 정의하였다. 그리고 학습효과를 직후학습효과와 지연학습효과로 구분하여 사전검사 점수에 비하여 직후검사 또는 지연검사 점수가 향상된 정도를 산출하여 분석하였다. 분석결과, 직후학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅠ·SSAⅡ·SSAⅢ가 낮을수록 높았으며, 지연학습효과는 SSCⅠ·SSCⅡ가 높을수록, SSAⅢ가 낮을수록 높았다. SSC가 SSA보다 학습효과에 미치는 영향이 컸으며, 직후학습효과에는 SSCⅡ가, 지연학습효과에는 SSCⅠ이 가장 많은 영향을 미쳤다. 또한 SSCⅢ가 높을수록 추가적인 자발적 학습을 하는 경향이 나타났다. 본 연구의 결과는 과학 학습에서 학생의 정서적 상태에 대한 이해의 폭을 넓히고, 상태호기심 및 상태불안 연구에 대한 이론적 토대를 마련할 것으로 기대된다. The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th∼6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as ‘SSCⅠ’ and ‘SSAⅠ,’ SSC and SSA in the situation of checking the results were defined as ‘SSCⅡ’ and ‘SSAⅡ,’ and SSC and SSA in the situation of learning science concepts were defined as ‘SSCⅢ’ and ‘SSAⅢ.’ In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCⅠ·SSCⅡ had a positive effect on the post- and the delayed post-learning effect, but SSAⅢ had a negative effect on the post- and delayed post-learning effect, SSAⅠ·SSAⅡ had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCⅡ had the most influence on the post-learning effect and SSCⅠ had the most influence on the delayed post-learning effect. As SSCⅢ increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students’ emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

실습팀프로젝트의 원가관리회계 학습효과 - `핫도그 사업` 실습을 중심으로-

구정호 ( Jeong-ho Koo ),강인정 ( In Jung Kang ),곽지영 ( Ji Yung Kwak ),박연희 ( Yeon Hee Park ),백태영 ( Tae-young Paik ),송승아 ( Seung Ah Song ) 한국회계학회 2016 회계저널 Vol.25 No.6

본 연구의 목적은 실습을 기반으로 한 교수법이 원가관리회계 학습효과에 미치는 영향을 분석하는 것이다. 구체적으로 본 연구에서는 학부의 원가관리회계 수업에서 핫도그제조·판매 실습을 진행하였으며, 수업에 참여한 학생을 대상으로 설문조사를 실시하여 프로젝트에 대한 사전인식과 창의적인 사고활동의 실시가 실습기반의 교수법에 효과가 있는지를 검증하였다. 또한 이러한 실습기반의 교수법이 궁극적으로 원가관리회계 학습에 효과적인지를 살펴보았다. 본 연구에서 사용된 표본은 총 233개로 수집된 설문자료를 이용하여 요인분석을 실시하였으며, 구조방정식 모형을 이용한 최종 분석결과는 다음과 같다. 첫째, 실습 프로젝트 사전인식이 긍정적일수록 실습 프로젝트 교수법의 효과가 높아지는 것으로 나타났다. 둘째, 창의적 사고활동을 수행하는 것이 실습 프로젝트 교수법의 효과를 높이는데 긍정적인 영향을 미친다는 것으로 나타났다. 셋째, 프로젝트 교수법의 효과가 높을수록 원가관리회계 학습효과가 높아진다는 결과를 발견하였다. 본 연구 결과는 회계학의 학습효과를 높이기 위한 교수법으로 실습을 기반으로 한 방법이 효과를 가진다는 것을 보여주고 있다. 또한 이러한 효과를 높이기 위해서는 학생들에게 실습의 필요성과 프로젝트에서의 본인의 역할에 대해 충분히 이해시키는 등의 동기부여를 하여 실습수업에 대한 긍정적인 사전인식을 갖게 하는 것과 프로젝트가 진행되는 중 학생 스스로 적극적인 자세로 창의적인 사고활동을 하도록 유도하는 것이 선행되어야 함을 의미한다. 본 연구는 협동학습에 근거한 실습기반의 교수법이 원가관리회계 학습에 유용함을 제시하였다는 점에서 의의가 있을 뿐 아니라 국내 회계교육 분야에서 시도되지 않았던 제조부문의 실습과 회계이론을 융합할 수 있는 계기를 마련했다는 점에서 의미가 있다. The purpose of this study is analyzing the effect of the practice-based learning method on managerial accounting learning. Recently many lecturers have been paying attention to the effects of practice-based learning methods that can be experienced through activities rather than traditional lecture-centered education. Bonwell and Eison(1991) define the active learning method as a team-based cooperative learning using video material, computerized exercises, case studies, and games during lectures. Several papers have demonstrated the effectiveness of the active learning. The study on active cooperative learning method in accounting has been reported based on case studies and experiments since early 1980`s. Some previous studies (Lightner 1981; Ravenscroft et al. 1995; Hwang et al. 2008) suggested that cooperative learning, a kind of active learning is more effective than the traditional learning method. However, Lancaster and Strand (2001) and Nazli and Can (2010) have shown that there is no difference in the learning effect between traditional methods and cooperative methods. One reason for mixed research results in accounting education might be that innovative teaching methods such as cooperative learning are applied to accounting less frequently and students who are accustomed to traditional teaching methods make less efforts in preparing for classes and team activities. Students may also perceive active learning negatively. In traditional teaching methods, students only have to acquire passively the knowledge that the instructors deliver and understand the exercise problems that the instructors go over in classes. However, in active learning, students may feel bad of the burden of active learning since they are required to take active roles of practical exercise, interpreting/analyzing results, and creative thinking. In order for active learning to be effective, both the instructor and the learner must have sufficient preparation for the activity, and the instructor must control the limited time efficiently and make the learners recognize sufficiently the subjects of the activities. If active learning methods are properly applied, it will be useful for enhancing creativity, analytical ability, and applicability as well as enhancing students` learning effectiveness. This study is based on the practical team project of hotdog business in cost and managerial accounting courses. The undergraduate students actually manufactured and sold hotdogs on campus. This paper analyzes what factors are important for the learning effect of the practical team activities by conducting the surveys with students in the class. The data for this study were collected from questionnaire surveys of university students who took the cost (or management) accounting course in the fall semester of 2014. The sample group consists of students in the six classes of five universities. The surveys were conducted three times during the semester in which the project was conducted. The total of 246 students responded to the first survey before the project started, 228 to the second survey right after the project was over and 239 to the third surveys at the end of the semester. The number of samples used in the paper is 223. The empirical analysis used the exploratory factor analysis to define the factors and confirmed the validity through the confirmatory factor analysis. The empirical results of the structural equation model are as follows. First, the more positive the prior understanding of the project is, the more effective learning based on practical team projects is. Second, the creative thinking activities enhance the effect of learning based on practical team projects. Third, the more effective the practical team learning is, the stronger the effect on learning of managerial accounting is. The result of this study shows that active cooperative learning is beneficial in raising the learning effect for accounting. It also means that two pre-conditions are needed for bigger learning effects. Students ought to have positive initial understanding of the practical cooperative activities, comprehending well the necessity of practical team project and the individual role in the project. Students ought to be induced to think creatively with passion, too. This study is meaningful in that learning based on practical team project is not only effective for learning managerial accounting but also useful for combining practical exercise and conceptual understanding of cost/management accounting, which has never been tried in the accounting education in Korea.

개념 및 범주 학습에서 수행 피드백과 메타인지적 활동이 학습전략 효과성 판단에 미치는 영향

김세진,이희승 한국교육심리학회 2022 敎育心理硏究 Vol.36 No.1

Learners need to use effective learning strategies in order to efficiently achieve their learning goals. The present study aimed to examine the effect of performance feedback and metacognitive activity on the evaluation of learning strategy effectiveness. Two experiments were conducted with Korean undergraduates (N=236). Participants studied painting styles of various artists with interleaving and blocking strategies, completed a transfer test, and then evaluated the effectiveness of the learning strategies. The provision of performance feedback and metacognitive activity was manipulated between the testing and evaluation phases. A logistic regression analysis was performed using the data from 210 participants; performance feedback and metacognitive activities were included as independent variables and evaluation of learning strategy effectiveness was the dependent variable. The results showed that performance feedback helped increase awareness of the interleaving effect. The larger the interleaving effect was, the more likely the learner was to recognize the interleaving benefit. The effect of metacognitive activity varied depending on whether the learning goal was provided. Although the effect of metacognitive activity was not significant when participants had to identify learning goals on their own (Experiment 1), when participants were given specific learning goals (Experiment 2) they were able to recognize that interleaving was more effective than blocking through metacognitive activity, even without the performance feedback. The findings of this study suggest that in order for students to appropriately evaluate learning strategy effectiveness on their own, they should first be provided with clear learning goals and specific performance feedback. 학습목표를 효율적으로 달성하기 위해 학습자는 먼저 어떤 학습전략이 효과적인지 아는 것이 필요하다. 이에 본 연구는 학습전략별 수행 피드백과 학습전략에 대한 메타인지적 활동이 학습전략 효과성 판단에 미치는 영향을 알아보았다. 이를 위해 국내 대학생(N=236)을 대상으로 두 개의 실험을 진행하였다. 참가자들은 개념 및 범주 학습에서 효과성이 높은 교차학습전략과 효과성이 낮은 묶음학습전략을 활용하여 화풍을 학습하고 전이시험을 본 뒤 두 학습전략 중 어떤 학습전략이 더 효과적인지 판단하였다. 이때, 시험과 효과성 판단 사이에 수행 피드백과 학습전략에 대한 메타인지적 활동 여부를 조작하였다. 총 210명의 데이터를 분석에 사용하였으며, 수행 피드백과 메타인지적 활동 여부를 독립변인으로, 학습전략 효과성 판단을 종속변인으로 로지스틱 회귀분석을 실시하였다. 분석 결과, 수행 피드백은 학습전략 효과성 판단에 도움이 되었으며, 수행 피드백의 효과는 학습자가 경험한 교차효과가 클수록, 즉 교차학습 점수가 높고 묶음학습 점수는 낮아 두 학습전략간 점수 차이가 클수록 커졌다. 반면, 메타인지적 활동의 효과는 학습목표 제공 여부에 따라 달라졌다. 학습목표를 참가자 스스로 파악한 경우(실험1)에 메타인지적 활동의 효과는 유의하지 않았지만, 참가자가 학습목표를 명시적으로 안내받고 메타인지적 활동을 수행한 경우(실험2)에는 수행 피드백을 보지 않아도 학습전략 효과성을 정확하게 판단할 수 있었다. 본 연구는 학습전략의 효과성 판단에 있어 구체적이고 명확한 학습목표와 학습전략에 따른 수행 피드백이 중요함을 시사한다.