팀 기반 프로젝트 학습 참여가 대학생의 창의성에 미치는 영향

조은원,배상훈 한국교육학회 2017 한국교육학회 학술대회 Vol.2017 No.-

대학생이 인식하는 ‘공유대학’의 의미와 역할

조은원,한송이 한국공학교육학회 2023 공학교육연구 Vol.26 No.4

This study is to explore the meaning and role of “Shared Universities” as perceived by college students. Currently, shared universities are being promoted as an important innovative strategy to overcome the decline in the college-age population and enhance the quality of education by sharing human and material resources among individual universities. This study aims to examine the meaning and value of “shared universities” as perceived by college students who actually participate in shared university programs from the perspective of the demand side. Specifically, the study seeks to explore what students feel and experience through shared university education in order to derive implications for future shared university operations.

대학생의 휴학 중 경험에 대한 사례연구

조은원(趙恩苑),김부경(金??),배상훈(裵尙勳) 서울대학교 교육연구소 2020 아시아교육연구 Vol.21 No.1

본 연구는 ‘휴학’이라는 새로운 환경에서 대학생들이 경험한 다양한 활동을 살펴보고, 학생발달 관점에서 그러한 경험이 학생들의 성장과 발달에 어떠한 영향을 미치는지를 탐색하고자 하였다. 서울 소재 4년제 A대학에 재학 중인 휴학 경험이 있는 학생 11명을 대상으로 면담을 수행하였다. 면담 내용을 모두 전사한 후, 주제 분석 방법을 적용하여 분석하였다. 연구 결과, 대학생들은 휴학 중 지적, 사회적, 자기 성찰적 경험을 한다. 구체적으로 지적 경험은 ‘자기주도 학습과 몰입’, ‘현장 체험과 진로 성숙’, ‘개별화 학습 경험과 긍정적 학업정서’ 등이었다. 지적 경험은 학생들의 진로 가치관을 확립하고 진로성숙도에 영향을 미치는 것으로 나타났다. 사회적 경험은 ‘다양성 이해와 개방적 태도를 길렀던 인적 교류’, ‘삶에 대한 가치관과 진로를 바꿔준 문화접변 경험’, 현장 전문가 교류와 진로 탐색’, ‘큰 조직 리더 경험과 자기효능감’이다. 이러한 경험을 통해 학생들은 사고를 확장하고 타인에 대한 이해가 높아지는 등 가치관이 재정립 된 것을 확인할 수 있었다. 자기 성찰적 경험은 ‘무기력을 떨치고 도전해 본 경험과 작은 성취’, ‘도전적 해외 경험과 성숙한 자아개념’, ‘나를 되돌아본 시간과 내면적 성숙’ 등이 있다. 자기 성찰적 경험은 학생들 자신에 대한 성찰과 이해하는 과정을 통해 내적 성숙을 촉진하고 있었다. 본론에서는 본 연구의 결과가 주는 이론적 함의와 정책적 시사점을 제시하였다. This study investigated experiences that college students had during the leave of absence" and examined their effects on the students" growth and development. The study employed multi-case analysis. 11 students who had leaves of absence were selected from one university in Seoul. In-depth interviews were conducted. Experiences during the leave of absence were classified into academic, inter-personal, and intra-personal ones. First, academic experiences include self-directed learning and commitment to learning, work experiences related to the students’ majors and career maturity, and personalized learning experiences and positive attitudes toward learning. These experiences were also found to contribute to improve self-concept, career maturity, and academic integration. Second, inter-personal experiences include understanding on diversity and openness through active interaction with peers, overseas experiences and the new perspectives, meeting with experts and career exploration, leadership role and self-efficacy. Finally, intra-personal experiences include challenge and the sense of achievement, matured self-awareness learned by overseas experiences, looking to the self and internal growth in mind. The results suggest that the university may consider the leave of absence becoming an environment for experiences which help students grow and develop.

이공계 대학원 인재상과 교육혁신 방향에 대한 대학 구성원의 인식과 시사점

조은원(Eun Won Cho),배상훈(Sang Hoon Bae),김경언(Kyeong Eon Kim),한송이(Song Ie Han) 한국공학교육학회 2023 공학교육연구 Vol.26 No.3

This study examined the direction that desirable educational direction of science and engineering graduate schools. In order to achieve the purpose, in-depth interviews were conducted with faculty, staffs and students of ‘A’ science and engineering research-oriented university. As a result of the study, first, independent researchers with international competitiveness, second, intellectuals who fulfill social responsibilities, convergent leaders across various boundaries of knowledge, and fourth, passionate people with a sense of challenge. Conclusions were made on enhancing the competitiveness of higher education and innovating graduate education in South Korea based on research findings.

코로나19와 전면적인 온라인 학습이 대학생의 협력학습 및 교수와의 상호작용에 미친 영향

배상훈,조은원 고려대학교 교육문제연구소 2021 敎育問題硏究 Vol.34 No.2

This study examined changes in collaborative learning and interaction with the faculty caused by COVID 19 pandemic and prevailing online learning in Korean universities. In addition, the study investigated whether differences exist in the degree of change among different groups based on student (gender, grade, familty income level) and university characteristics (location, institutional support on online learning). Samples include 124,855 students from 104 universities participated in K-NSSE, which measured two variables of interest in this study. The study found that female students compared to male counterparts and freshmen compared to higher grade students showed greater decrease in collaborative learning and interaction with the faculty during the 2019-2020 period. Small difference was found among different SES groups. At the university level, students from local universities compared to their counterparts showed greater decrease in the two variables. Small difference was found between students from well-prepared universities for online learning and their counterparts. The study suggests that what universities might consider to help student achieve higher learning outcomes by improving collaborative learning and interaction with the faculty in the context of online learning. 본 연구의 목적은 코로나 19로 촉발된 전면적인 온라인 수업 맥락에서 학생들의 교우 및 교수와 상호작용이 어떻게 달라졌는지를 살펴보는 것이다. 또한, 본 연구는 학생 특성(성별, 학년, 가계소득 수준)과 대학 특성(소재지, 온라인 학습에 대한 지원 정도)에 따라 이러한 변화의 정도가 다르게 나타났는지도 탐색하였다. 연구 목적을 달성하기 위해 2019년과 2020년에 실시된 ‘학부교육 실태조사(K-NSSE)’에 참여한 104개 대학 124,855명의 자료를 비교 분석하였다. t-test를 실시한 후, Cohen’s d 값을 산출하여 효과 크기(effect size)를 확인하였다. 연구 결과에 따르면, 온라인 수업으로 전환되면서 이전과 비교하여 교우와 교류 경험과 교수-학생 상호작용 수준이 전반적으로 낮아진 것으로 나타났다. 이러한 양상은 모든 집단에서 동일하게 확인되었다. 특히, 여학생 집단이, 신입생 학생들이 동료 학생 및 교수와 교류가 큰 폭으로 줄어들었다. 대학 차원에서는 지방대학 학생이, 온라인 학습 지원 만족도가 낮을수록 동료와 협력하여 학습하고 교수와 만남의 빈도가 더 크게 줄어들었다. 앞으로도 대학은 비용 절감과 교육 혁신 차원에서 온라인 수업을 지속할 것으로 전망된다. 본 연구의 결과는 비대면 교육 상황에서 학업 성과를 높이기 위해 대학이 고려할 정책적 시사점을 제공한다.

Unknown voices: Undergraduates` perceptions about collaborative writing on wiki

김세희,조은원,조문흠 한국교육공학회 2015 한국교육공학회 학술대회발표자료집 Vol.2015 No.1

Purpose of the study: Although wikis have been widely adopted to support collaborative writing in undergraduate classrooms, educators remain concerned about the level of student participation. Often educators reported that undergraduates were reluctant to actively participate in collaborative writing on wikis. However, very little empirical research has been conducted to investigate why undergraduates are reluctant to collaborate with others in writing on wikis. In this exploratory study, we examined undergraduates’ perceptions about collaborative writing on wiki. The specific research questions we posed were as follows: Y What are undergraduates’ expectations about collaborative writing on wiki? Y What are undergraduates’ perceptions about giving and receiving feedback in collaborative writing on wiki? Y How do students evaluate their collaborative writing on wiki? Participants: A total of 27 undergraduates who were taking an educational psychology course participated in the study. Participation in the collaborative writing on wiki was a required class activity in the course and continued for five weeks. Students worked with group members and each group was composed of two to four students. Each group decided a research writing topic with the instructor and the topic should be relevant to issues in K-12. The data were collected from a university in the United States. Data collection and analysis: Open-ended questions were administered before and after the undergraduates participated in the collaborative writing on wiki. The specific questions will be presented at the KSET conference. For data analysis method, content analysis was conducted. Two researchers developed coding schemes and coded students’ written comments on each question. Initial consistency between two coders was 93% and discrepancy between two coders were solve through discussions. - Results: More specific research findings will be presented in KSET conference. Below is a list of findings through content analysis. Undergraduates had mixed expectations about collaborative writings on wiki. Some had high expectations including confidence about working with others, excitement about wikis, and positive expectation about group members. Some had concerns about collaboration on wiki. These concerns were over reliance to others and reluctance to collaborate with others. Undergraduates reported that they were comfortable to see other group members revise their writing on wikis. Many students appreciated constructive criticism from other members, correction of errors, and team collaboration. Few concerned that revision might change the intention of their contributions and felt uncomfortable about others’ revision on their writing if there was no discussions. In addition, undergraduates reported that they felt comfortable to edit other group members’ writing for successful completion of the group projects. They were also comfortable to edit minor errors such as grammar and spellings. However, some students mentioned that they didn’t want to upset or offend other group members and they believed each person had a different writing style and developed a different way to describe what they wanted to say. Discussions: We will discuss lessons we learned from the study. One of the lessons and suggestions we will make is that instructors provide an orientation about collaborative writing on wikis. The orientation focus on the nature of collaboration and research findings from the study that many students are comfortable to see others revise their writings. Revising and correcting errors are natural writing processes. In addition, we suggest that the instructors should provide opportunities for communication during class time. Students concerned that they may offend or upset others if they revise others’ writing on wiki. Lack of communication in face-to-face can cause misunderstanding about others’ intentions in collaborative writings. Regular face-to-face meetings can improve students’ understanding about each one’s writing styles and progress which will result in active collaboration among group members.

이공계열 대학원생 핵심역량 진단도구 개발 및 타당화 연구: A연구중심대학 사례

배상훈,조은원,한송이,정유지,김경언 한국공학교육학회 2024 공학교육연구 Vol.27 No.2

The purpose of this study is to identify the core competencies of graduate students at A research university in the context of graduate education in science and engineering, and to develop and validate a diagnostic tool to measure them. To achieve the research objectives, first, 6 factors and 18 sub-competencies of core competencies were derived based on a review of domestic and foreign studies, cases of excellent research-centered overseas universities, and interviews with members of A University. Second, a theoretical model was constructed by deriving behavioral indicators based on the core competencies and sub-competencies, and a preliminary survey was conducted on 188 graduate students of University A to verify the statistical validity of the theoretical model. Results of exploratory and confirmatory factor analysis, the core competencies of graduate students at A research university consisted of 6 factors, 16 sub-competencies, and 77 items. Specifically, it included “Independent research capability(13 items)”, “Social Entrepreneurship(10 items)”, “Academic agility(15 items)”, “Ingenious Challenges(15 items)”, “Collegial Collaboration(9 items)”, and “Mueunjae leadership(15 items)”. This study contributes to the development of theories related to core competencies of graduate students in science and engineering, and has practical significance as a basis for a data-driven competency-based graduate education system.

A대학 이공계열 대학원생의 학습경험에 대한 인식과 실태 분석

김경언,한송이,조은원 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.18

Objectives In this study, we aimed to identify graduate students' learning experiences in graduate school, including their academic and social experiences, both quantitatively and qualitatively, and to draw implications for improving the quality of graduate education. Methods In order to comprehensively understand the learning experience of graduate students in science and engineering, sequential exploratory design method was conducted. First, after interviewing 11 graduate students at A University and the constant comparative method was applied. Second, based on the results, we conducted a survey of 153 students. Results First, the results of the interview analysis show that 'a. Deciding to go to graduate school and actively seeking information about graduate school, b. Graduate education emphasizing student-centered, problem-solving classes and research, c. Relationships for research-oriented advisors, peer learners, and professionals, and thirst, d. Growth moments’ were identified. Second, the analysis of the learning experiences revealed aboveaverage levels of higher-order learning experiences, but somewhat lower levels of collaborative learning experiences. More than 60% of students participated in 1-2 research projects as co-researchers or research assistants during the semester, and about 40% of students had written 1-2 papers. The perception of peer-to-peer interaction is above average, and relationships with advisors are relatively positive. Conclusions The graduate students are generally satisfied with their graduate school enrollment, major education, and relationships with advisors and fellow students. However, they felt somewhat lacking in-depth discussions with peers about the theories and techniques learned in classes, as well as collaborative learning experiences with individuals from other fields during class time. In order to provide education that aligns with the purpose of fostering advanced talents, it will be necessary to enhance the quality of education through a horizontal research lab culture and expanding experiences in interdisciplinary collaboration.

청소년 교수-학습경험의 잠재계층과 영향요인 및 성과분석

김부경(Bu Kyung Kim),조은원(Eunwon Cho) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.8

목적 본 연구에서는 경기교육종단연구 9~10차 데이터를 사용하여 학생이 인식하는 교수-학습 경험을 기준으로 잠재 유형을 파악하고, 이와 관련된 영향요인으로 고교유형을 설정하였다. 또한, 구분된 잠재계층이 대학 이후의 학습 참여에 어떤 영향을 미치는지 확인하고자 하였다. 방법 이를 위하여 본 연구에서는 경기교육종단연구(Gyeonggi Education Panel Study) 초등학교 패널의 9차(고등학교 3학년)와 10차년도(대학교 1학년)를 활용하였다. 본 연구에서는 2020년에 수집된 9차년도 학생 데이터, 학교 데이터와 2021년 10차년도 학생 데이터를 학생 ID와 학교 ID를 활용하여 통합하였으며, 불성실 응답을 제외하고 최종적으로 분석에 활용된 표본은 총 2,927명이다. 분석을 위하여 잠재프로파일 분석(Latent profile anaysis), 다항 로지스틱 회귀분석(Multinomial logistic regression)과 OLS 회귀분석이 활용되었다. 결과 분석 결과 청소년의 교수-학습 경험은 세 집단으로 도출되었으며, 교수-학습 경험 수준에 따라 고집단, 중집단, 저집단으로 명명하였다. 잠재유형에는 일반계고등학교를 준거로 하였을 때, 자율형 사립고등학교는 유의미한 영향을 미치지 못 하였으나, 특수목적 고등학교와 특성화 고등학교는 영향을 미치는 것으로 나타났다. 구체적으로 일반계고등학교를 기준으로 하였을 때, 특수목적 고등학교에 재학할수록 저집단보다 고집단에 속할 가능성이 높았으며, 특성화 고등학교에 재학할수록 중집단보다 저집단에 속할 가능성이 높았다. 더불어 잠재집단은 대학 진학 후 학습 참여에도 영향을 미치는 것으로 나타났다. 즉, 저집단보다 중집단이나 고집단에 속할수록 대학 활동에는 더 적극적으로 참여하는 것으로 나타났다. 결론 고교유형에 따라 학생들이 경험하는 교수-학습의 질은 차이가 있는 것으로 나타났다. 또한 이러한 차이는 대학 진학 이후 학습참여에도 유의미한 영향을 미쳤다. 이러한 결과를 바탕으로 다양한 고교 유형별 목적에 부합하는 인재를 양성하기 위해서는 양질의 교육을 균등이 제공할 필요가 있다. 특히 교사의 전문성 신장, 역량 개발 등을 통해 다양한 교수법을 제공하여 교육의 질을 제고해야 할 것이다. Objectives The purposes of this study is to classify latent profiles based on the teaching-learning experience perceived by students using the 9th to 10th data of the Gyeonggi Education End Study, and to explore the high school type that affect the classified latent profiles. In addition, current study examined the association between these profiles with student engagement entering university. Methods Data from the 9th (third grade of high school) and 10th (freshman of university) wave of the the Gyeonggi Education Panel Study elementary school pane l(N = 2,927) were used. In this study, student data for the 9th wave, the 10th wave and school data were integrated using student ID and school ID. For analysing, latent profile analysis and multinomial logistic regression and OLS logistic regression analysis were performed. Results As a result of the analysis, the teaching-learning experience of adolescents was classified into three groups, and it was named as a high-level group, a middle-level group, and a low-level group according to the level of teaching-learning experience. When general high schools were used as the reference for the latent profile, no statistically significant difference was detected across autonomous private high school. However special purpose high schools and specialized high schools showed statistically significant effect. Student of special-purpose high schools were more likely to belong to the high-level group than low-level group. In addition, Student of specialized high schools were more likely to belong to the low-level group than middle-level group Moreover, the latent profiles were found to have an effect on participation in learning after entering college. In other words, the finding of this study indicated that youth classified in the middle-level group or the high-level group actively participated in university learning and were less negligent than those in the low-level group. Conclusions Current study found that there was a difference in the quality of teaching-learning experienced by students according to the type of high school. In addition, this difference had a significant effect on participation in learning after entering college. Based on these results, it is necessary to provide equal quality education in order to cultivate talented people who meet various high school types' purposes. In particular, it is necessary to improve the quality of education by providing various teaching methods through the improvement of teachers' expertise and competency development.

캠퍼스 학습 환경 진단도구(University Learning Environment Evaluation Scale) 개발 및 타당성 검증

배상훈,박선화,곽은주,조은원,한송이,조성범 한국교육행정학회 2019 敎育行政學硏究 Vol.37 No.5

This study aimed to develop a statistically validated measurement scale to evaluate university campus learning environments which help students succeed in their learning and development in Korean higher education context. In order to establish a theoretical model, college student development models and results of the related studies were examined including the campus ecology model, student engagement theory, empirical and case studies related to college effects conducted in Korea and the US. To statistically validate the theoretical model, an exploratory factor analysis and an confirmatory factor analysis were conducted respectively. Samples include 6,216 faculties and staffs from 64 universities in Korea. The findings suggest thirty survey items with eight environment factors: a) access and safety, b) learning space design, c) educational goals, d) education quality management, e) tailored student supports, f) campus life supports, g) university community culture, and h) expanded community. Finally, the study provided theoretical and practical implications of the study and suggested directions for future research. 본 연구의 목적은 대학이 학생 성공을 뒷받침하는 캠퍼스 학습 환경을 얼마나 갖추고 있는지를 객관적으로 진단하는 도구를 개발하여 제시하는 것이다. 이를 위해 캠퍼스 생태학 이론, 대학생의 학습참여 이론, 국내외에서 수행된 대학효과 연구를 바탕으로 환경 요인과 문항을 포함한 이론 모델을 만들고, 설문을 통해 수집한 자료를 분석하여 이론 모델의 통계적 타당성을 검증하였다. 설문에는 전국 64개 대학에 재직 중인 교직원 6,216명이 참여하였고, 탐색적 요인분석과 확인적 요인분석을 수행하였다. 연구결과, 총 8개 캠퍼스 학습 환경 요인과 30개 문항이 도출되었다. 8개 요인에는 ‘접근성과 안전’, ‘학습공간 디자인’, ‘교육목표와 인재상’, ‘교육의 질 관리’, ‘맞춤형 학생지원’, ‘학생생활 지원’, ‘대학 공동체’, ‘확장된 공동체’가 포함되었다. 마지막으로 본 진단도구의 정책적 활용 방안과 후속 연구 방향을 제시하였다.