Roles of Autonomous Motivation, Individualism, and Instructor Support in Student-Centered Learning in South Korea and the United States

( Eunbae Lee ),( Timothy D. Baird ) 한국교육공학회 2021 Educational Technology International Vol.22 No.2

It is commonly understood that students’ autonomous motivation and individualistic orientations and instructors’ autonomy support are important for student-centered learning (SCL). However, few studies have examined this assumption. To help researchers and practitioners design more engaging SCL experiences across diverse cultural contexts, this study examines the associations of these factors with SCL engagement and how these associations compare in different cultures. University students in South Korea and the United States participated in a bold SCL assignment, called Pink Time, in which students decide what and how they learn. Linear, multivariate models were estimated in each context to identify and compare relationships between SCL engagement and student characteristics and perceptions. We found that engagement was high in both contexts. Autonomous motivation, individualism, and perceived instructor support each had significant associations with SCL engagement in South Korea. In the US, which had a smaller sample size, only perceived instructor support was significantly associated. These findings suggest that SCL strategies can be effective across cultures. Also, the narrower classroom context, specifically instructors’ support, may be a stronger driver of engagement than the broader societal context. This study contributes to the scholarly discussion regarding SCL in diverse settings and offers several implications for instructors.

The effects of Online Glossary Quizzes on Engagement and Performance in Undergraduate Business Law

( Eunbae Lee ),( Lainie Robin Harris ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

While educators believe that understanding of domain specific vocabularies are essential in content learning, little research informs the teaching practices for glossary learning. We discuss the role of a command of domain specific terms in content learning. Informed by Self-determination theory and cognitive academic language approach, we examined the relationship between knowledge of terms and definitions and course performance. We also examined the role of autonomy, perceived competence, and engagement in glossary quiz on course performance. We collected glossary quiz scores, the number of attempts at quizzes, and the final grade from 209 Business Law undergraduate students in the United States. Students also completed presurvey and postsurvey regarding their motivation toward the course, perceived competence in discipline vocabulary, and engagement with the glossary quizzes. Students were divided into two groups in which the glossary quizzes were (a) required and graded and (b) optional and not graded. Data were analyzed using t-test and regression. There was significant relationship among quiz scores, quiz attempts, and overall course performance. While both groups valued the glossary quiz as a helpful learning activity, students`` engagement with the activity was significantly different. Students in the required group made more attempts at the quizzes and received higher scores, and perceived competence in their command of domain vocabularies than students in the optional group. However, there was no relationship among the glossary quiz score, perceived autonomy support and engagement with quizzes, perceived competence in the command of discipline vocabulary and the overall course performance. We discuss that memorization of specialized terms and definitions outside of real world context does not add value to content learning. This type of glossary quizzes would prove effective only when students actually complete them numerous times.

Examining Undergraduate Students` Engagement with Student-Centered Learning Using the Design Framework of Own it, Learn it, and Share it

( Eunbae Lee ) 한국교육공학회 2015 한국교육공학회 학술대회발표자료집 Vol.2015 No.2

While higher education increasingly integrates innovative student-centered learning (SCL), there is a dearth of research about undergraduate students’ engagement with such learning approaches. Through mixed methods approach in the spirit of design-based research, this empirical study examined students’ engagement with SCL and the effectiveness of the design framework, Own it, Learn it, and Share it (OLSi). OLSi aims to enhance students’ ownership in the learning process, scaffold navigation through uncertainties in an open-ended learning environment, and develop and present a shareable artifact to a wider audience. Participants were 26 undergraduate International Studies students at a comprehensive university in the southeastern United States. Students’ overall motivation toward the course was autonomous rather than controlled; however their motivation change from the beginning to the end of the course was not significant (p= .30). . It was evidenced that students demonstrated increased engagement with the particular SCL project. A significant correlation was observed among students’ perceived competence, perceived value of the project, the effort put forth, and perceived autonomy support from the instructor. 95% of students expressed satisfaction with the SCL activity and the course itself. OLSi proved to be an effective design framework for scaffolding autonomous engagement with SCL. The study concludes with a refined design for the next iteration.

Critical Issues for Success in Open, Smart, and Social Learning Environments

( Insook Lee ),( Eunbae Lee ),( Katsusuke Shigeta ),( Cheolil Lim ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

With the rapid development of information technologies and the spread of the Internet in daily life within the society, diverse ways of e-learning have been explosively growing, including social learning, flipped learning, MOOCs, Smart Learning, and etc. Recently, universities have been able to extend their learning environments using technology all over their campuses. In the current and emerging learning environments where learners willingly choose to enroll but scarcely complete (e.g., MOOCs), sustaining active self-regulation is vital (e.g., in flipped classrooms, autonomy support is rarely considered in design). Four of the panelists will discuss critical issues for success in recently expanding future-oriented technology-based educational phenomena, as follows: Various forms of e-learning have been introduced and are continuously expanding to overcome the limitations of traditional classroom education. Recently, however, due to lack of interaction between learner and instructors, ``disconnection`` has been rather frequently discussed (Hawkins, Barbour, & Graham, 2012; Song et al., 2004). Social Learning may increase the possibility of ``high touch`` in education. The more learning process becomes dynamic and complicated during social learning in the SNS environment, the more the influence of learners`` emotional experiences become prominent. Learners`` experienced emotion during the e-learning process functions as the psychological foundation for changes in cognition, attitude, and behaviors; and could present the direction of learners`` behaviors (Lee, 2015; Kang et al., 2011; Kang & Ku, 2007; Lee, 2012; Cacippo & Gardner, 1999; Hou1 & Cheng, 2012; Kim & Hodges, 2012; Nummenmaa & Nummenmaa, 2008; Rowe, 2006; Vuorela & Nummenmaa, 2004; Zembylas, 2008). Autonomy is a basic human need. According to Deci and Ryan (2000), individuals have innate needs to perceive that they are in control of their decisions and actions and that their interest and needs are respected. Autonomy fosters affective benefits, such as engagement, satisfaction, and happiness. This notion expands to educational settings as perceived autonomy has shown to enhance students`` concentration, engagement, self-regulation, time-management, and performance (Deci & Ryan, 2000; Reeve et al., 2002; Jang, Reeve, & Deci, 2010; Sierens et al., 2009; Reeve et al., 2004; van Loon et al., 2012). Research has shown that students develop more emotional connections with teachers who support their autonomy (Reeve, 2006). Widespread adoption of MOOCs with utilization of OER has put a great emphasis on the notion of sharing. For the learners`` perspective, however, sharing of knowledge and experiences may be a very effective way for learning if and only if they are engaged, and actively taken part in the learning process. The term ``engage`` here is critical to the success in MOOCs, Smart Learning Environment, and Social Learning Environment. With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have developed Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) for promoting open education movement, and some institutions utilize them to improve campus education (Coursera, 2013). Those universities have introduced MOOCs as "digital textbooks" with flipped classroom approach. Ghadiri et al. (2013) survey revealed that it improves the retention rate of students completing the course. To share the benefits of online learning and reduced costs, collaboration among institutions is invaluable. A consortium of institutions should be formed to collectively promote institutional and open strategies for this educational reform. Funds from governments or philanthropic foundation could propel this innovation. In order to solve educational challenges related to increasing student outcomes, use and ongoing improvement of OER and MOOCs would be of direct benefit to their faculty and students. To begin with, the panelists will discuss the role of emotional support and perceived autonomy; and how to support learner autonomy and engagement beyond sharing, and enhance their positive emotions in the open, smart, and social learning environments. Following those topics, the roles of open education in higher education and introduce advanced practices will be discussed.

University Instructors Beliefs and Practices Toward Student-Centered Learning : 대학 교수자의 학습자 중심 수업 관련 신념과 실천

이은배(Lee, Eunbae) 한국교육학회 2021 敎育學硏究 Vol.59 No.7

본 연구는 학습자중심 수업에 대한 대학 교수자가 말하는 교수 신념과 행위를 탐색한다. 다양한 분야의 미국 학부 과정 교수자 네 명과의 심층 인터뷰에 대한 주제 분석을 통해 학부 교수자의 교수자와 학생의 역할에 대한 인식, 학습자중심 학습에 대한 신념과 행위, 학습자중심 수업을 실천을 방해하는 요소들을 조사하였다. 더불어, 인터뷰 참여자를 대상으로 성인학습원리척도를 적용하여 학습자중심 수업에 대한 교수 스타일을 측정하고 명시된 신념 및 실천과 비교분석하였다. 본 연구는 학습자 중심 학습에 관한 진술된 신념, 이해 및 실천의 불일치, 학습자중심 수업을 방해하는 요소를 발견하였다. 교수자들은 학생들이 자신의 학습에 대해 책임을 져야 한다고 믿었고 학생들의 개인적인 관심과 요구를 만족시킬 수 있는 선택권을 제공하였다. 또한, 편안하고 협력적인 학습 커뮤니티를 만들기 위해 노력했다. 그러나 그들은 학습 과정과 평가에 학생들을 포함시키는 교수 행위는 부족했다. 이 밖에도 초심자와 경력자의 차이가 발견되었다. 연구 결과는 학부 수업이 교수자중심에서 학습자중심으로 전환되는 데 있어 필요한 기초 자료로 이용될 것이라 기대되어진다. This study explores undergraduate course instructors’ stated beliefs and practices toward student-centered learning. In-depth interviews with four undergraduate course instructors in a variety of disciplines in the United States revealed their beliefs about the roles of instructors’ and students’ as well as student-centered learning. Also, the instructors’ teaching styles are measured and compared with their stated beliefs and practices. Through thematic analysis and deductive and inductive coding, this study identified incongruity in stated beliefs, understanding, and practices of student-centered learning and the reasons impeding SCL. Instructors believed that students should be responsible for their own learning and they practiced to provide choices to address diverse students interests and needs. They made an effort to create a supportive and collaborative learning communities. However, they lacked in including students in the learning process and assessments. In addition, the differences between novice and expert instructors are highlighted. Findings from the study should inform the movement of shifting undergraduate classrooms from teacher-centered to student-centered.

망 분리기반의 정보보호에 대한 고찰

이은배(Eunbae Lee),김기영(Kiyoung Kim) 한국정보보호학회 2010 情報保護學會誌 Vol.20 No.1

정보 통신의 발전으로 인하여 모든 장소에서 인터넷, 인트라넷을 적용하여 외부와의 업무 연속성을 활용하고 있다. 그러나 이러한 환경은 계속적인 기업 내의 정보 유출에 대한 위험으로 내부 정보보호를 위해업무 영역과 개인 영역으로 구분된 환경을 조성하고 있다. 이를 위한 망 분리는 IT기술의 발전으로 물리적인 망 분리에서 가상화를 접목한 논리적 망 분리가 제시되고 있다. 업무 환경의 보호를 위한 망 분리에 대한 다양한 방안과 그 에 대한 장단점을 소개하도록 한다.

박물관 디지털학습 설계를 위한 게이미피케이션 교수설계 모형 개발 연구

이은배 ( Eunbae Lee ),최서연 ( Seoyeon Choi ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2020 교육정보미디어연구 Vol.26 No.1

박물관 교육에서 관람객의 개별화된 수요에 맞춘 스마트 기술을 활용하는 디지털 학습 프로그램에 대한 요구가 중가하고 있다. 이에 따라 박물관 교육자들이 디지털 학습을 설계해야 하는 필요성이 높아지는 반면, 비교수설계자가 쉽고 재미있게 체계적으로 박물관 디지털 학습을 설계할 수 있는 모형이 부재한 실정이다. 따라서 본 연구는 박물관 교육자들이 디지털 학습을 설계하는 데 유용한 설계모형을 개발하는 데 목적이 있다. 이를 위해 구성주의, 맥락적 학습모형, 자기결정성이론, 게이미피케이션, 체제적 교수설계 이론과 연구를 종합하여 설계 원리와 모형, 도구를 개발하였다. 본 연구에서 제안하는 모형은 교육자 두 명이 설계자와 학습자의 역할로 보드게임을 하며 Define-Decide-Design 3단계에서 상호작용을 반복하며 디지털학습 프로그램을 설계한다. 박물관 교육자를 대상으로 4점 리커트 척도를 이용하여 설계 모형과 도구에 대한 사용성 평가를 실시한 결과, 타당성(M=3.42, SD=.67), 유용성(M=3.75, SD=.45), 보편성(M=3.33, SD=.49), 용이성(M=3.33, SD=.49) 측면에서 모두 긍정적인 반응을 보였다. 본 연구는 첫째, 박물관 디지털 학습 설계를 위해 정의하기, 선택하기, 설계하기의 과정을 거치면서 설계자와 학습자가 반복적으로 상호작용하며 수정해 나가는 과정이 중요하다는 점, 둘째, 게이미피케이션을 교수설계과정에 적용함으로써 게이미피케이션의 확장성을 보여주었다는 점, 셋째, 박물관 교육에서 디지털 기술의 교육적 활용에 대한 이해가 주요한 역량이라는 점을 시사한다. There is a growing demand for museum to expand digital education that integrates smart technologies to meet the individualized needs of visitors. As a result, museum educators are expected to design digital learning programs, while they may lack knowledge and experience in instructional design and digital technologies. Therefore, this study aims to develop a systemic design model for museum digital learning. Drawing from gamification, constructivism, constructionism, contextual learning model, self-determination theory, and systemic instructional design models and prior research, this study suggest ten design guidelines. We applied gamification to the instructional design process to enhance access and motivation and provided premade digital learning activities per competency and theme. In this model, two museum educators play roles of an instructional designer and a learner and repeat the interaction of diverging ideas, providing feedback, and making decisions through the stages of Define-Decide-Design. The result of usability testing using a four-point Likert scale indicates that validity (M = 3.42, SD = .67) and usefulness (M = 3.75, SD =. 45), universality (M = 3.33, SD = .49) and ease of use (M = 3.33, SD = .49) were all positive. This study poses three significances. First, it is important to interact between the designer and the learner and repeatedly modify instructional decisions through the process of defining, deciding, and designing. Second, applying a gamification model shows a great potential to instructional design. Third, the understanding of digital technology and its application to education is a prerequisite for those who design museum digital learning.

체제적 학교혁신을 위한 진단도구 개발 및 타당화 연구

이은배 ( Eunbae Lee ),강지혜 ( Jihye Kang ),이지연 ( Ji-yeon Lee ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2019 교육정보미디어연구 Vol.25 No.2

본 연구는 혁신학교와 일반학교 관계자들의 인식과 요구를 토대로 체제적 학교혁신의 주요 영역을 구체화하고, 단위학교별 학교혁신 현황 및 과제를 진단할 수 있는 측정도구를 개발하고자 하였다. 이를 위해 미래교육 및 학교혁신과 관련된 문헌분석, 혁신학교와 일반학교 방문조사 및 교사간담회, 혁신미래교육과 관련된 국내·외 전문가 초청 간담회 등을 통해 학교관계자의 요구와 단위학교의 현실적 맥락을 고려하여 진단도구를 개발하였다. 개발된 진단도구는 거버넌스, 조직운영, 교육과정 및 평가, 교원전문성, 교육공간 및 테크놀로지, 학생자치, 외부환경의 7대 혁신 영역과 31개의 영역별 과제들로 구성되었으며, 인천광역시 혁신학교와 일반학교 1,317명의 관리자 및 교사를 대상으로 설문조사를 실시하여 분석한 결과, 진단도구로서의 신뢰도와 타당성은 적합한 것으로 확인되었다. 본 연구를 통해 개발된 진단도구는 일반학교와 혁신학교에서 모두 적용가능하며, 혁신의 주체인 단위학교 관계자의 인식에 기초하여 체제적이고 미래지향적 학교혁신을 위한 발전방향 및 운영과제 설정을 지원하기 위한 도구로 활용될 수 있을 것으로 기대되어 진다. The purpose of this study is to develop and validate an instrument to assess the current state and identify critical areas of school innovation that represent the needs of faculty and to drive systemic change. Through literature review, field visits, one-on-one in-depth interviews and focus group interviews with the teachers, principals, and superintendents; expert consultations; and discussions among the researchers, we identified seven domains (school governance, organizational management, curriculum and assessment, professional development, learning space and technology, student autonomy, and community relations) and 31 corresponding items. We administered the survey to 1317 school personnel (from both traditional and innovative pilot schools) and verified the reliability and validity of the instrument through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with the second-order model. The results indicated that the instrument can serve as an alternative to assess the state of innovation for both traditional and innovative pilot schools of all grades. Perceptions and opinions of school personnel, who are expected to play a leading role from the needs assessment stage, can be revealed through the instrument. To cultivate systemic change in schools, it is imperative to identify needs in all seven domains, including learning space and technology, which have been previously neglected. The study concludes with discussions and implications for using the instrument for systemic school innovation and future schools.

분산환경에서의 비즈니스 정보 시스템 아키텍처 분류

이혜선(HyeSeon Lee),이은배(Eunbae Lee),고현희(HyonHee Koh),박재년(JaeNyon Park) 한국정보과학회 2004 한국정보과학회 학술발표논문집 Vol.31 No.1B

소프트웨어 아키텍처는 소프트웨어 시스템 구축시 설계단계의 첫번째 부분으로 소프트웨어 개발시 중요시되고 있다. 아키텍처 설계시는 비즈니스 목표나 품질요구사항, 도메인의 특징과 개발 환경등 여러가지 사항을 고려해야하고 설계된 아키텍처를 검증할 수 있어야 한다. 그러나 성숙한 아키텍트가 아닌 경우 개발하고자 하는 시스템의 아키텍처 설계나 검증이 어렵다. 따라서 본 논문에서는 비즈니스 정보시스템에서 많이 사용되고 있는 아키텍처를 도출, 분류해보고, 품질 속성 만족 여부를 분석함으로써 비즈니스 정보 시스템 구축시 아키텍트들에게 아키텍처 참조 모델을 제공하고자 한다.

혁신학교와 일반학교 교사가 인식한 학교혁신 현황 및 과제: 중요도-수행도 차이분석을 중심으로

이지연 ( Ji-yeon Lee ),권나영 ( Na Young Kwon ),강지혜 ( Jihye Kang ),오정현 ( Jeonghyeon Oh ),이은배 ( Eunbae Lee ) 한국교육공학회 2019 교육공학연구 Vol.35 No.S

본 연구는 미래사회에 대비하기 위한 학교혁신의 구체적인 내용과 전략을 설정하기에 앞서 지금까지 혁신학교를 중심으로 이루어져온 공교육 혁신의 현황과 과제, 일반학교로의 확산을 위한 시사점을 살펴보기 위해 혁신학교와 일반학교 교사의 학교혁신에 관한 인식을 비교 분석하였다. 이를 위해 인천광역시교육청 관내 혁신학교와 일반학교에 근무하고 있는 교사 1,350명을 대상으로 온라인 설문조사를 실시하고, 중요도-수행도 분석기법(IPA)을 적용하여 설문결과를 분석하였다. 본 연구의 주요 결과를 종합하면 다음과 같다. 첫째, 학교운영, 교원전문성, 교육과정 및 평가, 학교문화, 공간 및 테크놀로지의 5대 학교혁신 영역별로 비교해보았을 때, 전반적으로 일반학교보다 혁신학교에서 학교혁신의 중요성을 높게 인식하고 혁신과제들을 활발하게 수행하고 있는 것으로 나타났다. 둘째, 혁신학교와 일반학교 간 차이가 가장 두드러진 영역은 학교운영과 학교문화로 나타났다. 셋째, 혁신학교와 일반학교의 모든 학교급에서 행정적 지원과 교사협의를 위한 시·공간적 여건 조성에 대한 요구가 높게 나타났으며, 집단 연수, 수업공개 및 협의와 연구결과 및 실천 활동 공유에 대한 인식은 부정적으로 나타났다. 넷째, 혁신학교와 일반학교 모두 교육과정 및 평가 영역의 중요도와 수행도가 다른 영역에 비해 높게 조사되었으며, 이러한 경향은 일반학교에서 더욱 두드러지는 것으로 나타났다. 다섯째, 공간 및 테크놀로지 영역에서는 서로 다른 수업규모로 진행되는 다양한 학습활동을 수용할 수 있는 유연하고 가변적인 공간이 혁신학교와 일반학교의 모든 학교급에서 공통적으로 중요한 학교혁신요소임을 확인하였다. 본 연구결과는 향후 미래 교육혁신의 방향을 설정하고 학교급과 유형에 따라 차별화된 추진전략을 수립하는데 필요한 시사점을 제공할 수 있을 것으로 기대된다. This study investigates current status and issues of the Korean public school system to determine the goal and strategies for school innovation in preparation for rapidly changing future. We compared 1350 innovative pilot school and regular school teachers’ perceptions on five areas(governance, professional development, curriculum and assessment, school culture, and space/technology) using an Importance- Performance Analysis method. Major results are as follows. First, teachers from innovative pilot schools reported higher importance-performance perceptions in all areas of innovation than regular schools teachers. Second, pilot school teachers perceived their school governance and culture as high importance-performance, while regular school teachers perceived them high importance but low performance; thus priorities should be placed on creating democratic organizational systems and participatory culture. Third, all teachers perceived facilitating time and space for voluntary collaboration was more necessary than compulsory professional development and classroom observation. Fourth, curriculum and assessment appeared to be perceived high importance-performance, particularly more in regular schools. Finally, adjustable classrooms conducive to accommodating a variety of activities and capacities are desired by all school types and grades. This study concludes with implications for providing directions and guidance for public school innovation and suggestions for future research.