일반대학생과 원격대학생의 학업중도포기 고려에 영향을 미치는 요인 비교 분석 및 예방방안 연구

노석준 한국방송통신대학교 미래원격교육연구원 2012 평생학습사회 Vol.8 No.1

본 연구는 일반대학생과 원격대학생의 학업중도포기 고려에 영향을 미치는 요인들을 밝혀내고, 그 요인들은 두 집단 간에 차이가 있는지를 비교․분석하며, 분석 결과에 기초하여 대학생의 학업중도포기를 예방하기 위한 구체적인 방안을 제시는 데 그 목적이 있다. 연구대상은 서울과 경기 소재의 대학생 350명이었으며, 조사도구는 선행연구를 토대로 개발된 70개의 문항으로 구성된 설문지를 사용하였다. 자료 분석을 위해 요인분석이 사용되었다. 분석 결과, 일반대학생의 학업중도포기 고려에 영향을 미치는 요인은 졸업요건/수업 평가, 가족/학내외적 지원, 교수설계, 전공 실효성, 교수․학습 여건과 질의 다섯 가지 요인으로 나타났으며, 원격대학생은 졸업요건/평가, 학교지원서비스, 교수설계, 전공에 대한 인식, 학습활동/내용의 다섯 가지 요인으로 나타나, 학업중도포기 고려에 영향을 미치는 요인은 두 집단 간에 상당한 차이를 보였다. 분석 결과에 기초하여 대 학생의 학업중도포기를 예방하기 위한 구체적인 방안으로 1) 졸업관련 제도의 유연화, 2) 학교의 적극적, 실제적인 교수-학습지원서비스 제공, 3) 학습자의 진로계획을 반영한 교수내용 중심 교수설계, 4) 대학생활의 각 단계별로 요구되는 구체적인 교수-학습 및 진로 관련 정보 제공, 5) 학습자 특성을 반영한 교수설계 및 제공의 다섯 가지 방안을 제시하였다. The purposes of this study were 1) to identify and compare the factors affecting dropout consideration between non-distance education and distance education university students, and 2) to suggest practical strategies to prevent university students’ dropout. 350 students attending universities located in Seoul and Gyeonggi Province participated in this research. The survey questionnaire was consisted of 70 items. To analyze collected data, factor analysis was conducted. The results were as follows: First, graduation requirement/teaching evaluation, internal- and/or external support from family and university, instructional design, major effectiveness, and conditions and quality of teaching and learning were identified as the five factors affecting dropout consideration of non-distance education university students. Second, graduation requirement/evaluation, support services from university, instructional design, perceptions of major, and learning activities/content were revealed as the five factors affecting dropout consideration of distance university students. Third, the factors affecting dropout consideration by each group were significantly different. Based on the results, five strategies for preventing university students’ dropout were suggested.

생태주의 이론과 CEMP 모형에 바탕을 둔 다문화교실의 교수방법

박휴용,노석준 한국교육방법학회 2012 교육방법연구 Vol.24 No.2

본 연구는 다문화교실을 위한 교수학습의 원리와 그 방법론에 관한 하나의 시론으로써, 다문화교실의 성격을 논의하고, 생태주의 관점에서 다문화 교실환경을 이해함으로써 다문화교실의 핵심적 교수학습 원리로 ‘협력-배태-매개-참여’(CEMP) 모형을 제시하고자 한다. 아울러 이러한 CEMP 모형을 바탕으로 한 구체적인 교수학습 방법론으로써 교사와 학생들의 역동적인 상호작용을 독려하는 상호작용적 피드백의 방법론을 제시하고자 한다. 이를 위하여 본고는 다문화교실의 성공을 위한 요인으로 문화적 다양성에 대한 인식과 참조의 필요성, 학습기회의 형평성을 보장하는 것, 그리고 교사의 태도와 대응전략에 있어서의 근본적인 변화가 필요함을 강조하였다. 또한 다문화교실의 교수방법론으로써 기존의 개별화 교수법과 문화감응 교수법이 생태주의적 관점에서 어떤 관련성이 있는지를 논의하였고, 하나의 실천적인 방법론으로써 주류문화 학생들과 다문화 학생들의 교수형평성을 고려한 ‘상호작용적 피드백’법을 교수방법론으로 제시하고 있다. 마지막으로, 본 논문이 강조하는 다문화교실에 대한 생태주의적 이해가 교수학습이론과 실천에 주는 시사점을 논의하였다. This study initiates a discussion on the principles and methodologies for implementing successful multicultural classrooms. In doing so, this paper discusses three major characteristics of multicultural classroom, and proposes ecological perspectives to understand the idiosyncratic context and environments of multicultural classroom. Then, this paper suggests a participation model which consists of mediation, collaboration, participation, and embeddedness as four constructing principles. Finally, this paper provides three methodological approaches of practicing an effective instruction for multicultural classrooms; Differentiated Instruction, Culturally Responsive Pedagogy, and Interactional Feedback Approach for securing instructional counterbalance. The significance of the Participation Model for multicultural classrooms lies in the following three points. First, the leadership for learning belongs to students, rather than teachers; second, the interaction between students becomes maximized and contextualized learning of meaning is emphasized; and third, students will perceive that learning is the result of continuous experience, through which they can participate in and cooperate with the communities of inquiry. Discussions on these three methodologies are followed.

A Case Study of Extra-Curricular Activities of Korean College Students : Focused on Meteorological Satellite Summer-Camp Program

Seak-Zoon Roh,Eunmi Chang,Kyeong Park 보안공학연구지원센터 2016 International Journal of u- and e- Service, Scienc Vol.9 No.5

The purpose of this study was to investigate the motivation and satisfaction for meteorological satellite summer camp extra-curricular activity as a case study in order to suggest effective ways to enhance college-based extra-curricular activities. Survey data from 127 college students who participated in the summer camp operated from year 2011 to 2014 were collected. Frequency analysis, t-test, and ANOVA test were conducted to analyze the data. The results were as follows; First, the highest participation motive on extra-curricular activity of the summer camp program participants was ‘to improve the capacity for the major,’ and this was the same for male and other major college students than atmospheric sciences major every year. Second, regarding participation satisfaction, the participants appeared to be largely satisfied. Regardless of the year of activity participation, gender, and major, there were no significant differences on the participants’ responses toward two questions: “I participated actively in the lecture" and “I will recommend the Camp to other students”. Third, in terms of operational satisfaction, the summer camp program participants thought it quite satisfactory.

Exploring the Multicultural Efficacy of Korean Pre-Service Secondary School Teachers and their Experience toward Multiculturalism and Multicultural Education

Seak-Zoon Roh 보안공학연구지원센터 2015 International Journal of u- and e- Service, Scienc Vol.8 No.8

This study aims to investigate Korean pre-service secondary school teachers (hereafter ‘KPSSTs’), who constitute the future leaders of multicultural education, and their level of awareness and experience toward multiculturalism and multicultural education, and to find ways to facilitate multicultural education in secondary schools as well as designing and running a pre-service secondary school teacher training program on multicultural education in colleges of education in Korea. 166 KPSSTs from 3 different universities in Seoul participated in the survey which examines their experience with multiculturalism and multicultural education and their level of awareness on these issues. The results were as follows: First of all, most KPSSTs had not experienced multiculturalism directly, but only indirectly through media. A slight majority of them had never had classes on multiculturalism, most of them had never taught students from multicultural families. Second, multicultural efficacy, which is the confidence in a teacher’s competence to teach students from culturally diverse backgrounds in a multicultural classroom environment, was average. Generally, KPSSTs were highly confident in guiding students to reduce prejudice and encourage them to foster mutual respect. However, they had low confidence in expert knowledge on multicultural education such as its contents, methods, and providing detailed descriptions related to multicultural education. Third, KPSSTs tended to approach multiculturalism by focusing primarily on race and ethnic group, which showed a lack of understanding on the broad scope of cultural diversity.

Factors Influencing Primary and Secondary School Students’ Media Literacy and those Factors’ Degree of Influences: with a Main Focus on the Variables of Students’ Background, Personally Owned Kinds of Media, and Media Utilization Behaviors

Seak-Zoon Roh 보안공학연구지원센터 2016 International Journal of Multimedia and Ubiquitous Vol.11 No.12

This study employed the 2015 Korea Media Panel Survey conducted nationwide in order to examine primary and secondary school students’ media literacy, the variables of students’ background and the kinds of media devices that they own, utilization behaviors affecting their media literacy, and such variables’ degree of influence. To this end, data on 1,253 primary and secondary school students (884 households) were used. In order to analyze the data, SPSS 22.0 was used. Validity, reliability, and hierarchical regression analysis were also conducted. The analysis results showed that media literacy of primary and secondary school students was mostly high and the variables of students’ background and kinds of media devices and utilization explained 61.1% of media literacy variate. In particular, as the school level became higher, the place of residence changed from the county, small- and medium-sized cities to large cities, the kinds of Internet services utilized increased, and the more kinds of media devices that the students owned, their media literacy became higher. On the other hand, the greater the frequency of participation in Internet utilization was, the lower media literacy was. Meanwhile, the factor that most affected students’ media literacy was the level of school, followed by Internet service utilization kinds and resident districts. Based on such study results, this study presented specific measures aimed at increasing primary and secondary school students’ media literacy.

A Study on the Effects of the Jeong-Jwa Activity Based on Toegye Yi Hwang’s Idea of Gyeong on Korean High School Students’ Creative Personality

Seak-Zoon Roh,YongNam Yun,Jin Sung Yang 보안공학연구지원센터 2016 International Journal of u- and e- Service, Scienc Vol.9 No.6

The purpose of this study was to conduct an experiment on the students attending an academic high school by setting a Jeong-jwa activity as part of regular classes, and to investigate the changes in creative personality. Jeong-jwa is one of the practices of Toegye Yi Hwang’s idea of Gyeong. One hundred and fifty five (155) high school students were gathered and divided into two groups (experimental group: 2 classes, 59 students, 38.1%; control group: 3 classes, 96 students, 61.9%). A creative personality test developed by the Korean Educational Development Institute (KEDI) in 2011 was utilized for measuring the students’ level of creative personality. The test consisted of 6 sub-factors (curiosity, task commitment, aesthetics, risk taking, open-mindedness, and independence of judgment) with a total of 27 items rated on a 4-point Likert scale. The pretest and posttest were analyzed with One-way ANCOVA, except for ‘open-mindedness’ and ‘independence of judgment’ among sub-factors because of lower reliability. The results showed that the main effect on creative personality and task commitment, aesthetics, and risk taking among the sub-factors of creative personality had statistically significant differences between the two groups. Nevertheless, the main effect on curiosity had no statistically significant difference between the two groups.

고등학생의 환경 및 개인심리요인, 스마트폰 이용동기, 스마트폰 중독과의 구조적 관계 분석

노석준 ( Seak Zoon Roh ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2013 교육정보미디어연구 Vol.19 No.4

본 연구는 고등학생의 스마트폰 중독에 영향을 미치는 요인들 간의 통합적인 구조적 관계를 규명하고, 각 요인들 간의 영향력의 정도 및 직·간접효과와 총효과를 확인하기 위해 수행되었다. 선행연구 결과를 토대로, 환경요인(부모양육태도, 또래관계, 교사관계), 개인심리요인(자기통제력, 자기효능감, 스트레스, 우울), 스마트폰 이용동기, 스마트폰 중독으로 구성된 모형을 상정하였다. 자료수집은 서울과 경기지역 8개 고등학교 학생들을 대상으로 설문조사를 실시하였으며, 최종 391부의 응답 자료를 바탕으로 구조방정식모형분석을 실시하였다. 분석결과, 부모양육태도가 자기통제력, 우울, 스트레스에, 또래관계가 자기효능감에, 교사관계가 스트레스에, 자기효능감이 스트레스에, 자기통제력이 우울에, 자기통제력, 스트레스, 우울이 스마트폰 이용동기에 유의미한 영향을 미쳤다. 또한 환경요인에서는 또래관계와 교사관계가, 개인심리요인에서는 자기통제력과 우울이, 그리고 스마트폰 이용동기가 스마트폰 중독에 유의미한 영향을 미쳤다. 환경요인, 개인심리요인, 스마트폰 이용동기 중 스마트폰 중독에 가장 크게 영향을 미친 요인은 교사관계였다. 그러나 환경요인은 스마트폰 이용동기에 유의미하게 영향을 미치지 않았다. 아울러, 환경요인, 개인심리요인, 스마트폰 이용동기와 스마트폰 중독 간에는 부분적으로 간접효과가 나타나기는 하였으나 통계적으로는 유의하지 않았다. 분석결과에 기초하여, 스마트폰 중독 예방책을 마련.시행하기 위한 몇 가지 시사점들이 제시되었다. The purposes of this study were to examine the structural relationships among the factors affecting high-school students` smartphone addiction, and to identify the degree of influences and direct, indirect, and total effects among those factors. Based on the literature review, the research model consisted of four major factors was proposed. The data of 391 high-school students collected from 8 high-schools in Seoul and Gyeonggi metropolitan areas were analyzed, and the structural equation model analysis was employed. As a result, parent rearing attitude affects to self-control, stress, and depression, peer-relationship to self-efficacy, teacher-relation to stress, self-efficacy to stress, self-control to depression, and self-control, stress, and depression to smartphone usage motivation. In addition, peer- and teacher-relationships in environmental factors, self-control and depression in personal-psychological factors, and smartphone usage motivation were significant predictors on their smartphone addiction and teacher-relationship was the strongest predicator. However, there were no significant indirect effects among the four factors. Based on the results, several implications for preventing high-school students` smartphone addictions were suggested.

웹기반 원격학습자의 학업성취도에 영향을 미치는 요인에 관한 연구 -수도권지역 대학생 원격학습자를 중심으로-

노석준 ( Seak Zoon Roh ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2007 교육정보미디어연구 Vol.13 No.1

본 연구는 웹기반 원격학습자의 학업성취도에 영향을 미치는 요인들과 그것의 영향력의 정도를 알아보고, 학습자의 제반 특성(성별, 학년별, 전공영역별)에 따라 이들 요인들이 어떠한 영향을 미치는지를 밝히는 데 그 목적이 있었다. 연구대상자는 웹 기반 원격교육 강좌를 수강한 수도권지역(서울·경기·인천) 대학생 360명이었으며, 선행연구 결과들을 기초로 7개 범주, 53개 문항으로 구성된 설문조사를 통해 이루어졌다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 원격학습자의 수행에 영향을 미치는 요인은 도구/자원, 물리적 환경, 기술/지식, 인센티브, 내재적 능력, 조직 체제의 여섯 가지이며, 원격학습자의 학업성취도에 직접적으로 영향을 미치는 요인은 인센티브, 기술/지식, 내재적 능력으로 나타났다. 둘째, 남학생 원격학습자는 인센티브, 조직체제, 내재적 능력, 기술/지식 순으로, 여학생 원격학습자는 인센티브, 기술/지식, 도구/자원 순으로 나타났으며, 요인별 영향력의 정도도 차이가 있어 성별로 학업성취도에 영향을 미치는 요인에 차이가 있었다. 셋째, 1학년 원격학습자는 내재적 능력만, 2학년은 인센티브, 내재적 능력, 기술/지식이, 3학년은 인센티브와 기술/지식이, 4학년은 인센티브와 도구/자원, 물리적 환경 순으로 나타났으며, 요인별 영향력의 정도에 차이가 있어 학년별로 학업성취도에 영향을 미치는 요인이 달랐다. 넷째, 인문계열 원격학습자의 경우 인센티브, 기술/지식, 내재적 능력, 물리적 환경 순으로, 자연계열 원격학습자는 인센티브, 기술/지식, 내재적 능력 순으로 나타났으며, 요인별 영향력의 정도도 차이가 있어 전공계열별로도 학업성취도에 영향을 미치는 요인이 달랐다. 즉, 다양한 요인들이 원격학습자의 제반 특성(성별, 학년별, 전공영역별)에 따라 다양한 정도로 학업성취도에 영향을 미쳤다. The purpose of this study were 1) to identify the factors and their influences affecting the academic achievements of Web-based distance learners, and 2) to figure out which factors identified were influencing to the learners` achievements depending on learners` characteristics(gender, grade, and speciality areas). Three-hundred sixty undergraduate students who took at least one Web-based distance course and that the university were located in Capital region(Seoul, Gyeonggi Province, and Incheon metropolitan city) were surveyed. Based on the results of literature reviews, the questionnaire which consisted of seven categories, 53 items was developed. The results were as follows: First, six factors influencing distance learners` performance were tools/resources, physical environments, skills/knowledge, incentives, inherent ability, and organizational systems. In addition, incentives(β=.499), skills/knowledge(β=.256), and inherent ability(β=.181) were directly affecting to the learners` academic achievements. Second, there were statistically significant differences between male distance learners[incentives(β=.427), organizational systems(β=.250), inherent ability(β=.212), and skills/knowledge(β=.192)] and female ones[incentives(β=.546), skills/knowledge(β=.326), and tools/resources(β=.211)] on the factors influencing their academic achievements. Third, there were statistically significant differences by grade[freshmen: inherent ability(β=.305); sophomore: incentives(β=.473), inherent ability(β=.260), and skills/knowledge(β=.232); junior: incentives(β=.510) and skills/knowledge(β=.372); senior: incentives(β=.638), tools/resources(β=.280), and physical environments(β=.264)] in terms of the factors influencing their academic achievements. Fourth, there were also statistically significant differences by speciality areas[humane studies division including humane studies, social studies, and education: incentives(β=.413), skills/knowledge(β=.245), inherent ability(β=.186), and physical environments(β=.185); natural science division including natural science, engineering, and medical studies: incentives(β=.491), skills/knowledge(β=.219), and inherent ability(β=.200)] in terms of the factors influencing their academic achievements. In conclusion, this study found that various factors were differently affecting to the undergraduate distance learners` academic achievements depending on the learners` characteristics(gender, grade, and speciality areas) and the degrees of the influences were also differed by the characteristics.

교수매체 활용 패턴과 장애요인: 미국과 한국 초등학교 교사에 관한 연구

노석준 ( Seak Zoon Roh ),설양환 ( Yang Hwan Sol ),소효정 ( Hyo Jeong So ),( John Keller ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2005 교육정보미디어연구 Vol.11 No.2

장애 학습자와 웹 기반 교수자의 웹 접근성에 대한 인식도와 이를 위한 효과적인 교수설계전략

노석준 ( Seak-zoon Roh ) 한국인터넷정보학회 2007 인터넷정보학회논문지 Vol.8 No.2

본 연구는 1) 고등교육기관에 있는 장애 학습자와 그들의 웹 기반 교수자(Web-based instructional personnel: WBI 교수자)의 웹 접근성에 관한 인식도를 알아보고, 장애 학습자들을 위한 접근 가능한 WBI를 설계·개발하기 위해 WBI 교수자들에 의해 실제로 사용되고 있는 효과적인 WBI 교수설계전략들은 무엇인지를 밝혀내는 데 그 목적이 있다. 본 연구를 위해 미국 중서부 지역 소재 대학에 재학(직) 중인 16명의 장애 학습자와 WBI 교수자들이 개별 인터뷰에 참여하였다. 연구 결과, 장애 학습자나 WBI 교수자들은 웹 접근성에 대해 거의 알지 못하고, 이를 위한 준비도 되어 있지 않았다. 그러나 웹 접근성을 제공하는 것은 장애 학습자에 대한 기회의 평등과 삶의 질을 보장하는 것이며, 이는 혁신적인 기술에 의해 상당부분 해소될 수 있다는 강한 신념을 가지고 있었고, 웹 접근성 규준이나 지침을 통과하였다 하더라도 이는 웹 접근성을 보장하기 위한 최종 단계가 아닌 시작에 불과하다고 인식했다. WBI 교수자들은 또한 장애 학습자를 포함, 보다 다양한 학습자들의 요구를 수용하기 위해서는 다양한 교수방법 등이 제공되어야 하며, 비록 웹 접근성과 이를 구현하기 위한 구체적인 방안에 대해서는 잘 모르지만 접근 가능한 WBI를 설계·개발하기 위해서는 적절한 WBI 교수설계전략이 사용되어야 한다고 주장했다. 마지막으로, 접근 가능한 WBI를 만들기 위해 WBI 교수자들에 의해 사용된 몇 가지 효과적인 교수설계전략들이 기술되었다. There are two purposes of this study: 1) to identify the perception about Web accessibility of students with disabilities and their Web-based Instructional personnel (WBI personnel) in higher education, and 2) to find out effective WBI design strategies actually used by WBI personnel to design and develop accessible Web-based instruction for students with disabilities. Sixteen students with disabilities and their WBI personnel at a mid-western university in US were recruited for individual interviews. The results showed that WBI personnel did not know about Web accessibility and were not well prepared to make their WBI accessible. They have to provide the equality and quality of life to students with disabilities by making their instruction accessible. They felt that they could not guarantee whether their WBI was accessible even after meeting current standards and guidelines. WBI personnel also suggested that they had to provide students with disabilities with various methods and use appropriate instructional design strategies in order to address their needs. Finally, some effective instructional design strategies used by WBI personnel in order to make WBI accessible were listed.