웹을 활용한 체험학습 교수설계모형 개발 연구 = (A)study on development of experiential learning instructional design model using web

다국어 초록 (Multilingual Abstract)

The purpose of this study is developing an instructional design model of experiential learning using Web to perform most suitably. To put it concretely, taking out Condition, Method, Outcome of experiential learning using Web.
For this purpose, four research questions were investigated :
1. What is an essential concept lying in experiential learning model using Web?
2. What do teachers need for experiential learning using Web?
3. What are essential principles needed in instructional design model of experiential learning using Web?
4. What is a gradational procedure of instructional design model of experiential learning using Web?

To solve these researches, first we used contents analysis method to understand a concept and formational factors of experiential learning model using Web based on relatedness experiential learning with learning using Web. Second, our survey research was conducted in the center of a teacher conference, an individual interview, an in-depth interview of knowledge, attitude and environmental aspect of experiential learning model for teachers and expert in instructional design theory.
Accordingly, we check what an essential idea lying in experiential learning model using Web is, what essential principles concerned are, also, plan principles to understand experiential learning model using Web generally and a procedure to perform efficiently.
Derived results(consequences) from above research are stated below :

First, "What is an essential concept lying in experiential learning model using Web?" is as following if summarize study finding.
Common features among representative scholars(Dewey, Lewin, Kolb, Rogers) who suggest theoretical basement of experiential learning are 1) not acquisition of simple knowledge but combination of knowledge, skill and attitude, 2) emphasis on dynamic participation between individual and another person(group and environment) and leading experiential procedure, 3) meaning making process through knowing newly, practicing skills and organizing value, 4) reflection of behavior, 5) occurrence of active interaction when linked individual fantasy with actual experiential situation 6) accumulative unification of experiential learning's meaningful factor in whole experiences.
Moreover, experiential learning is circular learning process to proceed into a new experiential learning through meeting - experiential learning - reflectional thinking and introspection - perception of value and meaning in life. So, it is defined learning activity leading to active interaction, reflective thinking, reconstitution of knowledge with voluntary and self directed participation through direct and specific meeting with real objects
A concept of experiential learning using Web is maximizing effect of experiential learning after consideration of expansional, dynamic, interactive, sharing characteristics of web. It is process of making communal relationship through facing external world, perceiving self-perception from fantasy, occurring communication through active participation and dynamic interaction, leading internalization of introspection. The constitutional factor are 1) making communal relationship through facing external world, 2) self-perception from understanding, 3) communication by expressions, 4) reflection and introspection, etc.

Second, "What do teachers need for experiential learning using Web?" is as following if summarize study finding.
A conditional analysis connected with experiential learning using web instructional model is focused on re-grouping and analyzing opinions stated according to such steps as plan establishment and preparation step, activity introduction step, activity development step, sharing and publication step, estimation and feedback step
Necessary conditions to plan and prepare experiential learning using web were place choice problem, contents through reconstruction a curriculum and time security problem, specific instruction-learning model target setting to establishes experiential learning using web plan and prepares.
At activity introduction step, teachers perceived previous survey important, which meant they perceived strongly concept of experiential learning changing physical place and took following previous survey for granted.
At activity development step, they needed various active program development, viewpoint presentation, professional connection activity, learner's suitable composition and arrangement.
At sharing and publication step, they was preferring activity report production by method to share opinion or data about experience studying activity. And activity result by this was running parallel on-line activity that share information loading to school, class, individual homepage or cafe, blog, community and off-line activity that exhibit production.
At estimation and feedback step, they must be able to provide suitable feedback so that can do organic connection with later experiential learning trough reflection and estimation for experiential learning. But, most teachers didn't these reflection or estimation activity or were not interested actually.

Third, "What are essential principles needed in instructional design model of experiential learning using Web?" is as following if summarize study finding.
Essential categories of experiential learning instructional model using web were classified by fantasy, active participation, psychological sharing through communication, the reflective introspection. According to these categories we deduced essential principles.
A fantasy derived from imagination. That imagination is not a skill of devising something simply, but creative power of life from unknown field.
Essential principles for satisfaction of fantasy were offer of imaginary stimulus, replenishment of physical.psychological-social-actional-entertainmental-sentimentalize imagination action, relation formation that can supply various experience, learner's question institution and necessity of investigation processing.
We regard a direct participation as a concrete process of solving problems against mental, physical, or individual, cooperative situation.
Essential principles about direct participation were to give a definite subject, to connect activities organically, to apply by various methods that can interact on a web, to confirm the achievement process of learning or the activity state and necessity of active communication by on or off line.
We think a psychological common by communication as a stream making knowledge, skill, attitude acquiring in group (not individual level) through experiential learning using Web into communication, expression, response, certification
Essential principles about a psychological common by communication were learner's various requirements and contents, exchange of opinions sufficiently, usage of a instruction plan strategy that is connected with requirements, offering various common system, sharing critical thoughts and reflection thoughts actively and construction of the active connected system of human resources and material resources.
We consider reflection as a process of activity to perceive what a problem is in troublesome situation, to perform an alternative idea to revise and to solve that.
Essential principles about reflection were to reconfirm and reform a viewpoint or a critical mind, to evaluate each other team and feedback, to give the suitable feedback and compensation, to draw up accomplishment text, connection importance with new life through the condition of a reflection's intention, a construction, a connection, an expression and so on.

Forth, "What is a gradational procedure of instructional design model of experiential learning using Web?" is as following if summarize study finding.
The plan establishment and preparation step is composed of a gradational procedure of right understanding about a fundamental substance of experiential learning, abstraction about a field of experiential learning and an active way, confirmation of requirement through active content and some, establishment of definite experiential learning's goal, suitable learning activity plan and a result plan after activity. In this step, we can use web as psychological preference guide in experiential learning according to need and characteristic of learner. Also, we can utilize web to find relative resources and to arrange communication system to share them.
The activity introduction step is composed of a gradational procedure of an interesting induction about activities, the consolidation of an activity subject and production of teaching and learning materials, the selection of definite activity way and so on. In this step, we provide learner for web to make community, discuss space organizing team. That is, we can use web as conditions maker to propose experiential learning activity subject and to share informations.
The activity development step is composed of a gradational procedure of confirmation about definite activity strategy, activity development of the focus on a role portion and practical activity subject, depending acquired knowledge through experience to understanding step. In this step, we can use web as media about experiential learning activity. Through web, we can present viewpoints in activity and methods, suggest opinion to settle a team subject in discuss space.
The share and publication step is composed of a gradational procedure of a discussion development about activities, share of informations through various form, displaying works, making a report and publication. In this step, we can guide learners to state opinion freely about activity process and contents through bulletin board or discussion space, to offer feedbacks from outputs and report.
The estimation and feedback step is composed of a gradational procedure of a grasp of the attainment of one's goal degree and a conception of new activities about feedback is able to practice contents by experience on real life, learner's participate degree, interest degree, faithful degree of tasks, learning ability and some. In this step, through using web, we can formational-test to understand (goal) attainment degree, gather thoughts about next activity from Online survey.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 9
• 1. 체험학습에 대한 이론적 탐색 9
• 가. 체험이란 무엇인가? 9
• 나. 체험학습의 이론적 기저 11
• 다. 체험학습에 대한 관점과 내재적 가치 26
• 라. 체험학습의 수준 28
• 마. 체험학습과 관련된 모형들 31
• 2. 웹을 활용한 체험학습 교수설계를 위한 기본 방향 37
• 가. 웹 활용 학습의 특성 37
• 나. 웹 활용 체험학습의 하위 범주와 관련성 파악 43
• 3. 교수설계모형 개발의 의미 47
• 가. 교수설계모형의 개념과 특징 47
• 나. 교수설계모형의 분류 48
• Ⅲ. 연구 방법 및 절차 57
• 1. 자기 반성(Self-Reflection)과 자기 참여(Self-Participation) 57
• 2. 문헌 연구 59
• 3. 조사연구 61
• 4. 타당도의 확보 64
• 5. 자료분석 65
• 6. 연구 절차 65
• Ⅳ. 연구 결과 67
• 1. 웹활용 체험학습에 내재되어 있는 핵심 아이디어 67
• 가. 문헌연구 결과에서 나타난 체험학습의 개념 67
• 나. 체험에 내재되어 있는 핵심 아이디어 77
• 다. 체험학습에 내재되어 있는 핵심 아이디어 79
• 라. 웹활용 체험학습의 개념과 구성요소 81
• 2. 웹을 활용한 체험학습에 대한 요구 분석 91
• 가. 웹을 활용한 체험학습 준비를 위한 교사들의 요구 분석 91
• 나. 웹을 활용한 체험학습의 요구사항에 따른 개별 인터뷰 결과 98
• 3. 웹을 활용한 체험학습 교수설계모형의 핵심 원리 도출 110
• 가. 환타지의 충족에 대한 개념과 원리들 117
• 나. 적극적 참여의 원리들 122
• 다. 의사소통을 통한 심리적 공유의 원리들 130
• 라. 반성적 성찰의 원리들 137
• 4. 웹을 활용한 체험학습 교수설계모형의 단계에 따른 절차 144
• Ⅴ. 결론 및 제언 164
• 1. 요약 164
• 2. 결론 170
• 3. 제언 172
• 참고문헌 174
• Abstract 189

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