국민학생의 수학 실력향상(Mathematics Achievement)에 미치는 컴퓨터보조수업(CAI)의 효과

나일주 ( Il Ju Rha ),정인성 ( In Sung Jung ) 한국교육공학회 1987 교육공학연구 Vol.3 No.1

인쇄텍스트와 온라인텍스트에 대한 학습자들의 인식 및 태도에 관한 연구

나일주 ( Il Ju Rha ),진성희 ( Sung Hee Jin ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2008 교육정보미디어연구 Vol.14 No.2

본 연구는 다차원척도법과 의미분별척도를 활용하여 학습자들의 인쇄텍스트와 온라인텍스트에 대한 인식 차이와 태도를 경험적으로 탐구하는 것을 목적으로 수행되었다. 우선 학습자가 인쇄텍스트와 온라인텍스트들을 어떠한 방식으로 인식하는지 그 인식의 양상을 탐구하기 위하여 신문뉴스, 책, 저널, 백과사전의 네 가지 유형의 인쇄텍스트와 인터넷뉴스, e-북, e-저널, e-백과사전의 네가지 유형의 온라인텍스트가 피험자의 반응을 바탕으로 다차원의 공간에 표현되었다. 결과적인 다차원의 공간은 ``존재에 대한 느낌(feeling of existence)``과 ``내용의 변화에 대한 융통성(content updatability)``이라는 두 개의 차원으로 이루어진 것으로 해석되었으며 각 유형의 텍스트들은 이들 두 차원을 기준으로 규칙적으로 분포되어 있는 것으로 나타났다. 다음으로 의미분별척도법에 의해 인쇄텍스트와 온라인텍스트에 대한 학습자들의 태도가 비교·분석되었다. 각각의 의미분별문항에 대한 반응이 프로필 차트로 작성되었고 요인분석이 실시되었다. 요인분석 결과, 인쇄텍스트와 온라인텍스트를 구분하는 하위 요인은 안정성, 쾌적성, 친밀성, 가독성, 근접성이라 명명할 수 있는 요인들로서 각 요인에 대한 독립표본 t-검정의 결과 안정성과 쾌적성 요인에 대해서만 인쇄텍스트와 온라인텍스트에 대한 태도의 차이가 통계적으로 유의미한 것으로(n=99 p<.001) 나타났다. 이 연구의 결과는 학습자들이 인쇄텍스트와 온라인텍스트에 대해 규칙을 가지는 특정 기준을 적용하여 구분한다는 점과 실물과 가상의 텍스트를 대하는 태도 또한 일정부분 같지 않다는 점을 보여준다. The purpose of the study is to investigate the learners` perceptions and attitudes toward the printed texts and online texts. For the purpose this study adopted two different methods: multidimensional scaling method (MDS) and semantic differential scale (SDS). Firstly, by means of MDS, the research tried to represent the learners` perceptions on printed texts and online texts in the multidimensional space. For this purpose eight stimuli objects representing online and printed texts were selected: newspapers, books, journals, and encyclopedias representing printed texts and internet-news, e-books, e-journals, and e-encyclopedias representing online texts. Data was collected following MDS method, the participants were two college level students. By investigating the shape and order of the given objects, the first dimension was named as the "feeling of existence dimension" and the other was named as the "content updatability dimension." The result showed that the perception on printed and online text were differentiated by the two dimensional frame of reference. Secondly, learners` attitudes on printed texts and online texts were comparatively analyzed by means of SDS. The participants were 99 undergraduate students. A profile chart of participants` responses on each scale was constructed and then factor analysis was performed (factors: stability, pleasantness, familiarity, readability, and proximity). The results of independent sample t-tests on each factor showed statistically significant differences between printed texts and online texts on the stability and the pleasantness factors (stability: t = 15.393, p = .000; pleasantness: t = 3.269, p = .001). The findings of the study indicate that the learners tend to distinguish online texts from printed texts based on the specific criteria, namely, "feeling of existence" and "content updatability." Also the learners` attitude toward the two texts turned out to be unidentical. Discussions were followed and new topics for further investigation were introduced.

초등학생의 시각화 경향성이 문제해결력 및 문제해결과정에 미치는 효과

나일주 ( Il Ju Rha ),성은모 ( Eun Mo Sung ),박소영 ( So Young Park ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

Human`s visual activity or visualization tendency are known to have positive effects on problem solving. However, there are no research findings supporting the proposition with concrete evidences. In this respect, this research attempted to discover the relationships between visualization tendency and problem-solving ability. Furthermore, the research tried to find out whether the visualization tendency could have a predictive power on the problem-solving ability. Two hundred and thirty nine elementary school fifth grade students were involved in the data collection process. Correlation, simple regression, and multiple regression were employed for the data analysis. The results showed that visualization tendency has high correlation with problem- solving ability(r=.82). Furthermore, visualization tendency predicts the problem-solving ability significantly(p<.01). Among five sub categories of visualization tendency, generative visualization predicted the problem-solving ability most strongly. In contrast, representative visualization turned out to be the least critical factor comparing to other factors of visualization tendency. In terms of the overall problem-solving process, generative visualization showed the most positive influence on each stage of problem-solving process. However, at planning and implementing process, it was space-motor visualization which affects the process most significantly. Based on the research result, the researchers discussed the effect of visualization tendency on problem solving and several educational implication.

교수매체연구(敎授媒體硏究)의(義) 현대적과제(現代的課題)

나일주 ( Il Ju Rha ) 한국교육공학회 1995 교육공학연구 Vol.11 No.1

온라인 학습공동체의 학습게시판에 나타난 메시지 유형별 정서적 표현의 내용요인 분석

나일주(Rha Il ju),성은모(Eunmo Sung) 한국방송통신대학교 미래원격교육연구원 2005 평생학습사회 Vol.1 No.1

The rapid development of new technologies and widespread of networks demand a new paradigm in education to keep up with those newly emerged environment, In this context, e-learning, distance learning and the web-based online learning community have been paid plenty of attention from both theoreticians and practitioners, The primary interest in the web based online learning community(OLC) focuses on the collaborative learning. In the OLC, learners share information and knowledge by interactions based on reasoning and information exchange. However, similar to the face- to-face interaction, emotional aspects of communication cannot beelements frequently used in online learning communities 2) to categorize the emotional elements in reasonably small number of factors so that they can be easily used by practitioners 3) to find out the frequencies of the emotional factors in accordance with the dimensions of interactive messages(Henri, 1992). Two hundred and forty elementary students and three teachers participated in this research. Participatory observation, questionaire and interviews were administered. The result of the research showed that there are six dominant factors (pleasure, concern, disappointment, anger, pride and delightfulness) of emotional expressions in OLC, And also showed that there exists significant relationships between the emotion factors and the dimensions of messages. In other words, certain emotion factors are rather frequently used by certain dimensions of messages. The importance of the integration of emotional factors in the designing of OCL was discussed and practical guidelines for the practitioners were suggested.

한국 현직교사들의 ICT 리터러시 구성요인 및 구조 연구 : 일반적 인지능력과 기술능력의 관계를 중심으로

나일주 ( Il Ju Rha ),이지현 ( Ji Hyun Lee ) 한국교육정보미디어학회 2009 교육정보미디어연구 Vol.15 No.4

교사들이 수업에서 ICT를 활용하는데 필요한 능력을 어떻게 규정하느냐의 문제는 교사 대상 ICT 활용 연수 프로그램의 구성에 중요한 문제 일뿐만 아니라, 학생들의 ICT 문해교육에 또한 큰 영향을 미치는 요소가 된다. 그동안의 연구들은 교사들의 기술능력을 ICT 관련 능력의 주요 구성요소로 보아왔었다. 그러나 최근의 정보기술은 교사의 기술능력과 수업을 통합하는 것이 용이하도록 하여주고 있다. 이러한 상황에서는 교사의 ICT 능력을 일반적인 인지능력과 분리하여 보는 것 보다는 이들을 통합하여 보는 관점의 전환이 필요하다. 본 연구는 현직 교사들의 ICT 관련 능력을, 기술능력과 일반적인 인지능력 모두 고려한 상태에서 그 구성요소와 요소간의 관계를 밝힘으로서 보다 합리적인 교사 교육의 방향을 설정하기 위해 수행되었다. 연구대상은 국내 9개 초등, 중등 교사 251명이었다. 연구방법은 그들의 기술능력과 인지능력에 대한 자기효능감을 측정하여 요인분석을 실시하고, 두 능력간의 구조와 관계를 모형화하여 다시 확증적 요인분석을 실시하였다. 연구 결과, 한국 현직 교사들의 ICT 리터러시의 구조는 ① 일반인지능력과 ② 기본적 ICT 능력, ③ 수업을 위한 ICT 활용능력, ④ 수업 외 업무를 위한 ICT 활용능력으로 구성된 것으로 나타났다. 내부 구조에서 각 요인별로 중요한 요인을 하나씩만 든다면 각각 ① 문제해결 과정 성찰능력, ② 파일 및 폴더 관리 저장 능력, ③ 프레젠테이션 소프트웨어 및 ④ 스프레드시트 활용능력이었다. 기술능력과 일반인지능력 간의 관계는 서로 통합적인 능력이 아닌, ICT 관련 능력을 구성하는 서로 독립적인 능력이라는 결과가 도출되었다. The components and the structure of teachers` ICT (Information and Communication Technology) literacy is an important concern not only for teacher training curriculum and its effectiveness but also school pedagogy. Previous studies have regarded technical capabilities as a main component of teachers` ICT literacy; however, they didn`t recognize the importance of teachers` general cognitive capabilities. The main purpose of this study is to describe the structure of teachers` ICT literacy from the blended perspective of general cognitive and technical capabilities. This research has tried to depict (1) self-efficacy levels, (2) components, (3) structure, and (4) relationships of technical and general cognitive capabilities. Participants were 251 Korean in-service teachers from 9 elementary and middle schools. In order to create a model of teachers` ICT literacy, their self-efficacy of both capabilities were measured and analyzed by exploratory factor analysis. After modeling the structures and relationships of the elements, confirmatory factor analysis was performed. As a result, the ICT literacy turned to be composed of (1) general cognitive capabilities, (2) basic ICT capabilities, (3) ICT capabilities for teaching, and (4) ICT capabilities for general school work in addition to instructional usage. It was also found that general cognitive and technical capabilities were two independent areas of ICT-related capabilities.

한국 베이비붐 세대의 은퇴 대비를 위한 정책 방향

나일주(Il Ju Rha),임찬영(Chan Young Lim),박소화(So Hwa Park) 한국노인복지학회 2008 노인복지연구 Vol.0 No.42

웹기반 가상교육 프로그램 설계를 위한 활동모형 개발

나일주 ( Il Ju Rha ),정현미 ( Hyun Mi Chung ) 한국교육공학회 2001 교육공학연구 Vol.17 No.2

초등 교수역량요소 도출 및 예비초등교사와 초등교사간 교수역량 인식 비교

진성희 ( Sung Hee Jin ),나일주 ( Il Ju Rha ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.1

The purpose of this study is identify and validate components of teaching competencies, to compare perceptions that lie between pre-service and in-service elementary school teachers(pre-teachers and teachers), and finally to draw up implications on training programs for pre-teachers and teachers. To do this, related literature reviews and analysis on a competency model of IBSTPI was conducted, and then a Focus Group Interview consisting of 3 elementary school teachers and 3 specialists in educational technology was conducted, followed by the contents validity of the components of teaching competency. Consequently, 7 categories of 30 components were derived. They are i) personal characteristics ii) traits, iii) knowledge, iv) instructional design and development, v) teaching guidance, vi) facilitating learning, and vii) evaluation. Perceptions on teaching competencies of 172 pre-teachers and 113 teachers were compared. The results were as follows: Firstly, there was statistically significant difference in perceptions of importance on every component of teaching competencies between pre-teachers and teachers. Secondly, the percentage distribution of the reported competencies that pre-teachers and teachers are capable of conducting successfully appeared similar. Most of pre-teachers and teachers reported `passion` and `affection on students` as teaching competencies that they could perform successfully. Thirdly, teaching competencies related to knowledge for pre-teachers, and teaching competencies related to instructional design and development for teachers were reported most insufficient respectively. Fourthly, for improving their insufficient teaching competencies, pre-teachers mainly suggested a general plan, whereas teachers suggested a specific plan. Fifthly, for national supports for their improvements, pre-teachers suggested `reform of pre-service curriculum and extension of practical teaching experience` while teachers suggested `development of various teacher training programs`.

이러닝 콘텐츠에서 비음성 사운드에 대한 학습자 인식 분석

김태현(Tae-Hyun Kim),나일주(Il-Ju Rha) 한국콘텐츠학회 2010 한국콘텐츠학회논문지 Vol.10 No.7

이러닝 콘텐츠에는 시각자료와 함께 다양한 청각자료를 포함하고 있음에도 불구하고 그동안 학습자료에서 청각정보 설계에 대한 연구는 극히 제한적으로 이루어져 왔다. 청각정보의 한 유형인 비음성 사운드가 학습자들에게 피드백 제공 및 행위유도를 즉시적으로 할 수 있다는 장점을 감안한다면 비음성 사운드의 체계적 설계가 요구된다. 이에 본 논문은 다차원척도법을 활용하여 학습자들이 이러닝 콘텐츠에 설계된 비음성 사운드를 어떠한 방식으로 인식하고 있는지를 경험적으로 탐색하는 것을 목적으로 수행되었다. 한국교육학술정보원에서 제공하는 이러닝 콘텐츠에 설계된 비음성 사운드 중 대표성이 있는 11개의 비음성 사운드가 선정되었다. A 대학교 3학년 학생 66명을 대상으로 11개의 비음성 사운드들 간의 유사 정도에 대해 응답하도록 하였고 그 결과가 다차원 공간에 표현되었다. 연구결과, 학습자들은 비음성 사운드의 길이와 비음성 사운드가 전달하는 긍정적 혹은 부정적 분위기에 따라 비음성 사운드를 구분하여 인식하고 있는 것으로 나타났다. Although e-Learning contents contain audio materials as well as visual materials, research on the design of audio materials has been focused on visual design. If it is considered that non-speech sounds which are a type of audio materials can promptly provide feedbacks of learners' responses and guide learners' learning process, the systemic design of non-speech sounds is needed. Therefore, the purpose of this study is to investigate the learners' perceptions toward non-speech sounds contained the e-Learning contents with multidimensional scaling method. For this purpose, the eleven non-speech sounds were selected among non-speech sounds designed Korea Open Courseware. The 66 juniors in A university responded the degree of similarity among 11 non-speech sounds and the learners' perceptions towards non-speech sounds were represented in the multidimensional space. The result shows that learners perceive separately non-speech sounds by the length of non-speech sounds and the atmosphere which is positive or negative.