대학생의 창업계획 교육과정 참여가 창업가정신 핵심역량 증진에 미치는 효과: S여대 사례를 중심으로

권선아,서희정,Kyun, Suna,Seo, Heejeon 한국벤처창업학회 2022 벤처창업연구 Vol.17 No.5

This study analyzed the effect of the entrepreneurship planning course provided by an women's university in Seoul on the enhancement of the core competencies of entrepreneurship of university students. To this end, pre- and post-test of core entrepreneurship competency were conducted on 63 female university students (32 in experimental group, 31 in control group) and then the results were analyzed. The course in which the experimental group participated was a team-based project learning course and it required a team of three people to draw an entrepreneurship plan containing social problem solving as the final result. The course was operated for a total of 8 weeks. To measure the level of entrepreneurship core competency in the pre- and post- test, the survey tool that was developed by the Ministry of Education and Korea Entrepreneurship Foundation (2020) was used. This tool composed by 'value creation', 'challenge', 'self-directed', and 'group creativity' competencies. As analyses methods, i) covariance analysis was performed using the pretest as a covariate, and then a two-way ANOVA was performed with treatment (experimental group, control group) and time point (pre test, post test) as two independent variables. Results show while there was no significant difference between the experimental group and the control group in the value creation competency, it significantly contributed to the enhancement of challenge, self-directed, and collective creativity competencies. Based on these results, implications and limitations were discussed, followed by future research direction.

스마트폰 사용이 자기통제력의 매개를 통해 자기주도학습능력에 미치는 영향 : 스마트폰 최초 사용시점에 따른 비교

권선아,이수영,Kyun, Suna,Lee, Soo Young 한국정보교육학회 2017 정보교육학회논문지 Vol.21 No.2

본 연구는 중학생의 스마트폰 사용이 (1)자기통제력과 (2)자기주도학습능력에 어떠한 영향을 주는가, 그리고 스마트폰 사용이 (3)자기통제력의 매개를 통하여 자기주도학습능력에 어떠한 영향을 주는가를 분석하였다. 이를 위하여 2015년도에 시행된 서울교육종단연구 6차년도 조사 결과 중에서 중학교 3학년 패널 데이터를 사용하여 구조방정식을 활용한 다집단 비교 분석을 수행하였다. 이때, 스마트폰 사용은 구체적으로 '여가용'과 '학습용'으로 구분하여 자기통제력과 자기주도학습능력과의 관계를 분석하였고, 연구대상은 스마트폰 최초 사용 시점을 기준으로 '초등 최초 스마트폰 사용집단'과 '중등 최초 스마트폰 사용집단'으로 구분하여 비교 분석하였다. 연구결과, 스마트폰 사용시점에 관계없이, '여가용 스마트폰 사용'은 학습자의 자기통제력과 자기주도학습능력에 부적 영향을 주는 것으로 나타났고, '학습용 스마트폰 사용'은 정적 영향을 주는 것으로 나타났다. 또한, '여가용 스마트폰 사용'은 자기통제력의 매개를 통하여 자기주도학습능력에 부적 영향을 주었고, '학습용 스마트폰 사용'은 정적 영향을 주는 것으로 나타났다. The aims of this study are to analyse how smartphone affects (1)self-control and (2)self-directed learning ability of middle-school students, and also affect (3)self-directed learning ability by mediation of self-control. For these aims, this study used Seoul Educational Longitudinal Study panel data which was conducted in 2015, and conducted multi-group comparisons using structural equation modeling analyses. In analysis of smartphone effects, the use of smartphone of students was divided into 'for entertainment' and 'for learning', and also their first time of smartphone use was considered(elementary vs. middle school). Results indicated that while 'smarphone use for entertainment' was related negatively with self-control and self-directed learning ability of students, 'smarphone use for learning' was related positively, regardless of when smartphone was first used. Also, while 'smarphone use for entertainment' was related negatively with self-directed learning ability by mediation of self-control, 'smarphone use for learning' was related positively.

블록체인 기술에 의하여 강화된 학습자 중심의 대학 교양교육 체제 연구

권선아(Suna Kyun),장지영(Jiyoung Jang) 한국IT서비스학회 2021 한국IT서비스학회지 Vol.20 No.6

Recently, there have been a number of researchers in the field of education who are actively exploring the educational applications of Blockchain technology, even though it is still in its infancy. Some researchers have been investigating its application in educational administration to issue academic credentials’ or maintain student records with distributed ledger, which is the basis of Blockchain technology. Whereas, others have been examining its application in redesigning learning systems that are being used in various contexts, including online learning and lifelong education. In that vein, this paper aims to discuss a liberal arts education system which will be supported by Blockchain-based ‘smart contracts’. At present, active efforts are being made to innovate liberal arts education in Korea, centered around government-funded university innovation projects and there have been reports of great achievements. However, if the Blockchain technology is applied to innovating the liberal arts education, we will innovate not only the liberal arts education but also university education as a whole. In this paper, there are suggestions on how to build a learner-centered educational environment where a liberal arts education system is supported by Blockchain-based smart contracts. First of all, the current innovation in liberal arts education and its limitations are discussed, followed by ways in which Blockchain-based smart contracts can reframe the liberal arts education system. Last but not least, the paper addresses implications of the Blockchain technology applications in liberal arts education, along with their future prospects.

온라인 학습에서 비구조화된 문제에 대한 해결된 예제 효과

권선아(Sun a Kyun),이재경(Jae Kyung Lee),이현정(Hyun jeong Lee) 한국IT서비스학회 2015 한국IT서비스학회지 Vol.14 No.1

This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.

온라인 토론학습에서 스캐폴딩과 자기규제가 참여와 수행에 미치는 효과

권선아(Sun a Kyun),김성아(Sung Ah Kim),이재경(Jae Kyung Lee),이현정(Hyun jeong Lee) 한국IT서비스학회 2015 한국IT서비스학회지 Vol.14 No.1

As the life expectancy of human beings gets longer and our society changes into highly competitive arena, the implementation of online adult learning is growing, and therefore the learners in self-regulated scaffolding learning environments is becoming an important topic. This study is to investigate the main effects of scaffolding and self-regulation and the interaction effect on discussion participation and comprehension in online learning environments. To do this, ninety-nine adults taking online learning courses with the open university in Korea were investigated. Adult learners were divided into one of the four groups (no scaffolding, conceptual, strategic, and conceptual and strategic scaffoldings). Regarding self-regulation, learners were divided into two groups (low and high self-regulated) based on the mean score of subjective report of self-regulated learning. The results are as follows : First, 'strategic scaffolding' is more effective than 'conceptual scaffolding' in discussion participation (F=2.772, p < .05) and comprehension test (F=7.156, p < .05). Second, high self-regulated learners more actively participate than low self-regulated learners in discussion (F=6.230, p < .05), and achieve higher scores (F=4.863, p < .05). Third, there is no interaction effect between scaffolding strategies and the level of self-regulation. The theoretical and practical implications of these findings are discussed.

원격고등교육에서 성인학습자의 중도탈락에 관한 로지스틱 회귀분석

권선아(Suna Kyun),김명진(Myungjin Kim),서희정(Heejeong Seo),김민정(Min-Jeong Kim) 한국방송통신대학교 미래원격교육연구원 2020 평생학습사회 Vol.16 No.4

텍스트마이닝 방법론을 활용한 미래교육 키워드 분석

권선아(Sun Kyun),김한나(Hanna Kim),이수영(Soo Young Lee) 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.5

본 연구는 ‘미래비전 수립 워크숍(이하 미래워크숍)’과 ‘신문기사’로부터 수집한 미래교육 관련 텍스트를 대상으로 텍스트마이닝을 수행하여 그 결과를 비교 분석하였다. 미래워크숍에는 창의‧융합 교육에 관심과 경험을 지닌 전‧현직 초중등 교사 및 교육전문가 그리고 대학생 25명이 참여하였다. 25명의 참여자는 6개의 집단으로 나뉘어 미래교육과 관련된 자유토론을 수행하였고, 토론의 내용을 담은 녹취록을 텍스트 자료로 활용하였다. 신문기사는 데이터베이스 시스템인 빅카인즈으로부터 2017년 1월 1일부터 2018년 2월 28일까지 보도된 자료를 수집하였다. 1)텍스트마이닝을 통하여 수집된 텍스트로부터 키워드를 추출하였고, 2)키워드 빈도분석을 거쳐 워드 클라우드를 생성하였으며, 3)미래교육과 관련된 주요 키워드 두 개를 추출하여 미래사회 시나리오 별로 상관분석을 수행하였다. 분석결과, 미래워크숍에서는 미래사회와 미래교육에 대한 다양한 전망이 논의된 반면, 신문기사에서는 교육정책 수행 및 그 이해관계자들에 대한 내용이 주를 이루었다. This study compared/analyzed the results of text-mining of Future Education related text collected from ‘Future Vision Workshop (hereafter, Future Workshop)’and ‘newspaper articles’. 25 elementary & middle school teachers, education experts, and college students, who were interested in and experienced in STEAM education, attended the Future workshop. 25 participants were divided into six groups, conducted discussion related to future education, and the recoding of the discussion was used as text material. The newspaper articles were collected from BIGKINDS (i.e., newspaper database system), which were published from Jan 1 2017 to Feb 28 2018. 1)Keywords were extracted from collected text through text-mining, 2)Wordcloud was created through Keyword frequency analysis. 3) Two keywords related to future education were extracted and a correlation analysis was performed for each future scenario. Results indicated that various prospects for future society and education were discussed in the future workshop, compared to the newspaper articles featuring the implementation of education policy and stakeholders.

컴퓨터 및 스마트폰 활용이 중학생의 창의성과 학업성취도의 종단적 변화에 미치는 영향

권선아 ( Suna Kyun ),이수영 ( Soo Young Lee ) 한국컴퓨터교육학회 2017 컴퓨터교육학회 논문지 Vol.20 No.3

본 연구는 컴퓨터와 스마트폰 활용이 중학생의 창의성과 학업성취도의 종단적 변화에 미치는 영향에 대하여 분석하였다. 이를 위하여 2013-2015년에 시행한 서울교육종단연구 4-6차년도 자료를 활용하여 잠재성장모형을 검증하였다. 연구결과, 중학교 1학년 시기에 컴퓨터 및 스마트폰의 활용이 많은 학생일수록 창의성과 학업성취도가 높았다. 그러나 학년이 올라감에 따라 컴퓨터 및 스마트폰의 활용 증가율은 창의성 증가율과는 정적인 관계를 나타냈지만, 통계적으로 유의한 수준은 아니었고, 학업성취도 증가율과는 부적인 관계를 나타내었다. 또한, 중학교 1학년 시기에는 창의성이 높은 학생이 학업성취도 또한 높았지만 이러한 경향은 학년이 올라감에 따라 유의하지 않았다. The purpose of this study is to analyse the longitudinal relations between creativity, academic achievements, and utilization of computer & smartphone of middle school students. For this purpose, multivariate latent growth model was verified, using three year longitudinal panel data of Seoul Educational Longitudinal Study(2013-2015). Results indicated that the more students in their first year used computer & smartphone, the better scores they obtained on the creativity and academic achievements. As their grade goes up, while the growth rates of using computer & smartphone and creativity were related positively, the growth rates of using computer & smartphone and academic achievements -even though it was not statistically significant- were related negatively. In addition, the first year students, who obtained high level of scores on the creativity, obtained high level of scores on academic achievements, but this tendency was not significant as their grade goes up.

초기 청소년의 컴퓨터 및 스마트폰 사용이 자아탄력성의 매개를 통해 학습동기에 미치는 영향

권선아(Suna Kyun),이수영(SooYoung Lee) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.5

본 연구는 컴퓨터 및 스마트폰 사용이 초기 청소년의 1)학습동기와 2)자아탄력성에 어떠한 영향을 주는가, 그리고 이러한 매체의 활용이 3)자아탄력성을 매개를 통하여 학습동기에 어떠한 영향을 주는가를 분석하였다. 이를 위하여 2015도에 시행된 한국아동청소년 패널조사 6차년도 조사결과 중에서 초등학교 6학년 패널 데이터를 사용하여 구조방정식을 활용한 다 집단 비교 분석을 수행하였다. 이때 분석에서 사용된 ‘컴퓨터 사용’ 변인은 ‘학습용 컴퓨터 사용’과 ‘비학습용 컴퓨터 사용’으로 구분하였고, 연구대상은 남 여 학생 두 집단으로 구분하여 학습동기와 자아탄력성과의 관계를 분석하였다. 연구결과, 학습용 컴퓨터 사용은 초기 청소년의 학습동기와 자아탄력성에 정적영향을 주는 것으로 나타났고, 비학습용 컴퓨터 사용과 스마트폰 사용은 학습동기에 영향을 미치지 않는 것으로 나타났다. 또한 초기 청소년의 스마트폰 사용은 자아탄력성의 매개를 통하여 학습동기에 정적 영향을 주는 것으로 나타났다. The aims of this study are to analyse how computer and smartphone affect 1) learning motivation and 2) ego-resilience of K6 students, and also affect 3) learning motivation by mediation of ego-resilience. For these aims, this study used Korean Children& Youth Panel Survey data which was conducted in 2015, and conducted multi-group comparisons using structural equation modeling analyses. In analysis of computer and smartphone effects, the variable of ‘the use of computer’ was divided into two conditions, that is, ‘computer use for learning’ and ‘computer use for non-learning’. Also, K6 students were divided into two groups, male group and female group according to their gender. Results indicated that while ‘computer use for learning’ was positively related with learning motivation and self-resilience, ‘computer use for non-learning’ was no related with learning motivation and self-resilience. Also, ‘smartphone use’ of K6 students was positively related with learning motivation by self-resilience.

4차 산업혁명시대 대학의 신기술 도입 및 제도 전환에 대한 대학교수 인식 분석

권선아(Sun-a Kyun),양유정(You-jung Yang),정혜령(Hye-ryung Jung) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.8

본 연구는 4차 산업혁명시대 대학교육 혁신을 위하여 대학이 신기술을 도입하고 제도를 전환을 하는 것에 대한 현직교수들의 인식수준과 입장을 조사하고 분석하였다. 이와 같은 목적을 달성하기 위하여 전국의 4년제 대학에 재직하고 있는 대학교수 118명을 대상으로 설문조사를 수행하였다. 연구결과, 전체 응답자의 86.4%가 대학교육 혁신을 위해 신기술 도입이 필요하고, 83%가 제도 전환이 필요하다고 응답하였다. 구체적으로, 일부 신기술(예:빅데이터마이닝, 가상현실 및 증강현실) 도입에 대하여 방송통신대학 교수가 일반대학 교수보다 더 높은 수준으로 동의하는 것으로 나타났고, 한편 일부 대학제도(학기제도유연화, 나노디그리 등) 전환에 대해서는 대학에서 20년이상 재직하고 있는 50-60대 교수가 10년미만의 30-40대 교수보다 더 높은 수준으로 동의하는 것으로 나타났다. 또한 사회계열 및 이공계열 교수가 빅데이터마이닝에 대하여, 이공계열 교수가 가상현실 및 증강현실에 대하여, 사회계열 교수가 선행학습인정제도에 대하여 더 높은 수준으로 동의하는 것으로 나타났다 This study analyzed the university professors’ recognition for introducing new technologies to universities and transforming of the current university system for the purpose of university education innovation in the 4th industrial revolution era. To do these, 118 university professors around the country were surveyed. Results indicated that while 86.4% of the respondents agreed to introduce new technology to universities, 83% of them agreed to transform the current university system. Specifically, while professors from KNOU agreed to introduce new technology(eg, bigdata mining & VR & AR) at a higher level than ones from the other universities, professors aged from 50 to 60 who had served for over 20 years agreed to transform university system(eg, flexibility of semester system, nano degree etc) at a higher level than ones aged from 30 to 40 for less than 10 years. Besides, professors from the faculties of social science and science & engineering agreed on bigdata mining, professors from science & engineering on VR & AR, and professors from social science on the prior learning recognition system at a higher level.