A study on integrating online and offline modes of learning for flipped learning

( Cheolil Lim ),( Hyeongjong Han ),( Songlee Han ),( Jookyung Rhee ),( Hyeonsu Kim ),( Seungil Seo ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

This study explores strategies to enable close integration between online and offline modes of learning in order to successfully operate flipped learning in the context of university education. Yet, one of the salient weaknesses so far detected in recent studies is a dearth of coordination between on-and off-line activities. This study develops strategies based on formative design-based research developed by integrating formative research methodology (FRM) and design-based research (DBR). In addition, this study analyzes learner responses to the proposed strategies that were applied to an educational technology course at ``S`` university in Seoul. The major strategies derived include lecture syllabus conducive to flipped learning, instructional design with cases, offline activities based on learner inquiries in response to online lecture videos, utilization of applications which affords active responses and reflections as comprehensive summation of learning. This study, incorporating the above results, exhaustively analyzes learner responses and, based on this analysis, proposes optimal strategies to integrate online and offline modes of learning.

Developing Design Principles of Emotional Interface for Self-Regulated Learning in an E-Learning Environment

Cheolil Lim,Taejung Park,Wonjoon Hong,Jungeun Park 한국교육공학회 2013 한국교육공학회 학술대회발표자료집 Vol.2013 No.1

Review of current studies in instructional design theory in Korea: major trends and future directions

Cheolil Lim 서울대학교 교육연구소 2009 Asia Pacific Education Review Vol.10 No.3

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.

Developing Design Strategies of E-Learning Interfaces for Supporting Learners` Emotion Regulation

( Cheolil Lim ),( Taejung Park ),( Jungeun Park ),( Wonjoon Hong ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

In a face-to-face classroom environment, it is possible for a teacher to monitor learners`` emotions and help them manage their emotions for continuous engagement in learning. However, online classes without the touch of a teacher and peers make learners feel more isolated, alienated, lonely, anxious, bored and frustrated (Jarvela, Hurme & Jarvenoja, 2011; Quinn, 2006; Wotnitza & Volet, 2005; Zembylas, Theodorou, & Pavlakis, 2008). Moreover, learners experience more negative emotions in an e-Learning environment than they do in off-line learning environment (Kekkonen-Moneta & Moneta, 2007). A growing number of previous studies have indicated that emotions felt during online learning can enhance or inhibit learning and performance. Nevertheless, the importance of online learners`` emotional experiences has not been well recognized in the research literature (MacFadden, et al., 2005). These emotions experienced in learning situations are called academic emotions. However, academic emotions have been ignored or deemphasized rather than technical and cognitive aspects for more interactive e-Learning environments in instructional design and technology. Based on the importance of emotions in e-Learning environment, emotional elements are required to be considered in designing interface where learners interact with learning content and among teachers and peers. In order for an e-learning to be successful, its interface should be designed and developed to help learners to overcome their negative academic emotions, such as frustration, anger, anxiety, fear and boredom. In learning environments, emotions are critical factors for independent and self-regulated learning as well as cognition, behavior, and motivation (Ben-Eliyahu & Linnenbrink-Garcia, 2012; Efklides, 2011; Pekrun et al., 2002). Hence, this study intended to develop design strategies of e-Learning interface for learners to regulate their academic emotions in learning situations. This study consists of a stage of strategy development by reviewing relevant prior studies, and other stage of strategy validation through in-depth expert interviews and prototype development and evaluation based on Design and Development Research methodology. The final design strategies of e-Learning interface for supporting learners`` academic emotion regulation are composed of 1) Planning, 2) Distraction, 3) Venting, and 4) Social Support. Prototype applying developed four design strategies with twelve detailed guidelines was designed and developed by redesigning an extant interface of an E-Learning site delivering MOOCs-type content. Further research is needed to conduct empirical studies of the impact of developed design strategies and their detailed guidelines on various learning outcomes and emotional responses of e-Learners.

Development of Design Strategies Using Smart Support System for Creative Problem Solving (S3CPS) in an Engineering Course

( Cheolil Lim ),( Miyoung Hong ),( Chanmi Lee ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

Creative problem solving has been set as one of the major student learning outcomes of engineering education, in accordance with the academic characteristics of engineering which are identifying, analyzing and solving engineering problems. Various online tools have been developed and utilized so far to support creative problem solving activities at university; one of them is Smart Support System for Creative Problem Solving(S3CPS) which has been developed to enhance learners`` creative problem solving ability based on the CPS(Creative Problem Solving) model proposed by Treffinger et al.(2000). In this study, with the purpose of developing design strategies using S3CPS for an engineering course, S3CPS was applied over two semesters in a course where students design and produce creative robots. Firstly, three application methods of S3CPS were identified during the first semester when 112 students participated in the course. Subsequently, based on the application methods and the preceding research analysis, five general design strategies and a series of specific guidelines, which suggest on-line and off-line activities along with the progression of the course, were elicited. In the second semester, 108 new students attended the same course where the proposed design strategies were implemented and ten of them were interviewed. Finally, the strengths, weaknesses and improvements of the strategies were investigated through learners`` response analysis. Further studies are needed to optimize the design strategies and verify their effects in the engineering course.

공학교육에서의 창의성 증진을 위한 학습환경 설계모형

임철일(Cheolil Lim),홍미영(Miyoung Hong),이선희(Sunhee Lee) 한국공학교육학회 2011 공학교육연구 Vol.14 No.4

This study examines the possibility of a learning environment design model for enhancing creativity in engineering education. Recent studies about the online support system and the blended learning pertinent to creativity have provided us with some new perspectives on how to teach the creativity in engineering college. A learning environment design model was developed to enhance the creativity of the engineering students. A model was developed by following three steps: finding out the general principles for enhancing creativity in engineering education by reviewing the relevant literature; extracting the theoretical components for the model by categorizing the general principles; and finally, developing specific guidelines based on those theoretical components. Seven general design principles and three theoretical components could be identified, and a set of specific design guidelines was suggested. The result of this study is significant in terms of guiding the future development projects for creativity education.

자기조절학습을 위한 감성조절 지원 이러닝 인터페이스 설계전략 개발

임철일 ( Cheolil Lim ),박태정 ( Taejung Park ),박정은 ( Jungeun Park ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2015 교육정보미디어연구 Vol.21 No.3

성공적인 이러닝을 촉진하기 위해서는 학습자들이 좌절감, 두려움, 지루함, 혼동감 등의 부정 감성을 극복하여 긍정적 감성 상태에서 자기조절학습을 지속할 수 있도록 설계할 필요가 있다. 이에 본연구는 이러닝 환경에서 학습자가 자기조절적으로 학습을 진행할 수 있는 감성상태를 유발 및 유지하도록 도와줄 수 있는 감성조절 지원 인터페이스에 대한 설계전략을 마련하고자 하였다. 이를 위해 문헌고찰을 통해 초기 감성조절 지원 인터페이스 설계전략을 도출한 다음, 전문가 타당화 검토 작업을 실시하였다. 전문가 피드백을 반영하여 수정보완된 설계전략을 적용하여 개발된 프로토타입에 대한 학습자의 반응 평가를 통해 설계전략의 효과성을 살펴보았다. 이러닝 환경에서 자기조절학습을 위한 감성조절 지원 인터페이스 프로토타입 설계, 개발에 적용된 최종설계전략은 학습계획, 기분전환, 감성표출, 사회적지지 추구로 구성되며 각 설계전략은 2-3개의 설계지침을 포함하고 있다. 설계전략, 지침을 적용하여 개발된 이러닝 인터페이스 프로토타입에 대한 학습자 반응 평가 결과, 본 프로토타입이 학습자의 긍정 감성을 증진하고 부정 감성을 완화시키는 데 긍정적인 영향을 미치는 것으로 나타났다. 이러닝 인터페이스 설계전략 개발을 통해 확인된 자기조절학습과 감성간의 긴밀한 관계는 감성적 영역의 학습환경 설계로써 교수설계이론의 확장에 기여할 수 있다. 향후 인지, 동기, 행동뿐 아니라 감성조절 차원에서 자기조절학습을 촉진할 수 있는 통합적 교수설계 방안을 모색할 필요가 있다. For successful e-Learning, its interface should be designed and developed to help learners sustain self-regulated learning in their positive emotional states through overcoming their negative emotions such as frustration, anger, anxiety, fear and boredom. The purpose of this study was to develop the design strategies of e-Learning interface supporting emotion regulation for self-regulated learning. The design strategies were initially developed based on related prior research implications and reviewed by experts. Then their effectiveness was explored through learners`` evaluations of an e-Learning interface prototype reflecting the revised design strategies by expert feedback. According to the results of the study, the design strategies for designing interface of supporting emotion regulation for self-regulated e-Learning are planning for learning, distraction, venting emotions, and seeking social support. Each design strategy includes two or three detailed design guidelines. The results of learners`` evaluations of the prototype applying the design strategies show that it is help for inducing their positive emotions and reducing their negative emotions. A close relationship between the self-regulating learning and emotions through this study on the design strategies of emotion regulation supporting e-Learning interface can contribute to the expansion of an instructional design theory as an emotional design of instruction. This research findings suggest a direction to integrated instructional design methods which can support emotion as well as cognition, motivation, and behavior to promote self-regulated learning.

대학교육에서 하이브리드 학습 운영을 위한 개념 모형 및 교수설계전략 개발 연구

임철일 ( Lim Cheolil ),홍수민 ( Hong Sumin ),임은선 ( Lim Eunseon ),박성경 ( Park Sungkyung ),김한휘 ( Kim Honey ),한형종 ( Han Hyeongjong ) 한국교육정보미디어학회 2023 교육정보미디어연구 Vol.29 No.4

하이브리드 학습은 물리적 공간과 가상의 공간에서 동시에 수업이 이루어지며, 학습자에게 선택권을 부여하기에 학습권 보장과 교육의 질 향상을 위하여 시도되고 있다. 실제 대학의 교수학습 현장에서는 물리적 환경 구축, 동등한 학습경험 제공, 상호작용 등의 수업 운영에 어려움이 있음을 확인하였다. 이에 본 연구는 대학교육에서 효과적인 하이브리드 학습을 위하여 구성요소를 도출하고, 교수설계 전략 개발을 목적으로 한다. 연구 방법은 설계개발연구방법론을 적용하여 선행 문헌 분석과 전문가 면담을 통해 요구분석을 실시하여 초기 모형과 전략을 도출하고, 두 차례의 내적 타당화를 거쳐 최종 대학교육에서 하이브리드 학습 운영을 위한 개념 모형과 설계 전략을 도출하였다. 연구 결과 하이브리드 학습의 구성요소로 교육학적 지식, 물리적인 환경과 가상 공간(오프라인, 온라인 공간), 학습자 경험, 그리고 기술을 도출하였으며, 교수설계 전략은 수업의 단계를 학기 전, 중, 후로 구분하여 하위 요소를 제시하였다. 최종적으로 교수설계 전략은 학기 전에는 수업 목표 설정, 환경 점검 등 4단계와 15개의 하위 전략, 학기 중에는 하이브리드 강의 계획 안내, 수업 중 전략 적용 등 3단계와 17개의 하위 전략, 학기 후에는 하이브리드 학습의 환경 평가, 개선사항 분석의 1단계와 6개의 하위 전략으로 구성된다. 이를 통해 하이브리드 학습을 효과적으로 운영하기 위해서는 수업 장소의 결합만으로 충분하지 않으며 교육학적 지식을 기반으로 학습자의 공간과 학습 경험, 기술을 고려하여 설계되어야 함을 확인하였다. 더불어 본 연구는 하이브리드 공간 설계에 대한 종합적 탐색의 필요성과 교수자들이 대학교육에서 체계적으로 하이브리드 학습 설계를 위한 지식 체계를 제시한 점에서 의의가 있다. Hybrid learning provides online and offline learning simultaneously and gives learners a choice, so it is attempted to ensure learning rights and improve the quality of education. However, there are difficulties in hybrid classes in university such as building a physical environment and providing equal learning experience, and interaction. Therefore, this study aims to derive components for effective hybrid learning in higher education and develop instructional design strategies. In this study, the design development research methodology was applied to derive initial models and strategies through literature analysis and needs analysis. After validation, the conceptual model and design strategy were constructed. The research results identified pedagogical knowledge, physical environment and virtual space (offline and online), learner experience, and technology as the components of hybrid learning, and the instructional design strategy presented sub-components by categorizing the stages as before, during, and after the semester. Finally, the instructional design strategy consists of 4 stages and 15 sub-strategies before the semester, 3 stages and 17 sub-strategies during the semester, and 1st stage and 6 sub-strategies after the semester. The results showed that when making hybrid learning effective must be designed based on pedagogical knowledge and taking into account learners' space, learning experience, and technology. Furthermore, it is significant in that it shows the need for a comprehensive exploration of hybrid space design and the knowledge framework for instructors to systematically design hybrid learning in higher education.

미래학교 공간 구축 및 개선을 위한 핵심 설계요소에 대한 탐색적 연구

임철일 ( Cheolil Lim ),박태정 ( Taejung Park ),한형종 ( Hyeongjong Han ),김근재 ( Keunjae Kim ),권혜성 ( Hyeseong Kwon ),이지연 ( Jiyeon Lee ) 한국교육공학회 2019 교육공학연구 Vol.35 No.S

미래사회 변화에 효과적으로 대응하기 위한 학교 공간 구축의 중요성이 강조되고 있다. 특히, 미래사회가 요구하는 역량의 효과적 향상이 이루어지기 위해서는 거시적인 측면에서 학교공간 및 시설의 구축과 개선이 이루어져야 한다. 미래 교육 환경으로서 학교 공간의 중요성에도 불구하고 이에 대한 종합적인 검토와 체계적인 접근은 미흡하다. 본 연구에서는 미래학교의 보다 최적화된 설계를 위해 고려해야 할 핵심 설계요소를 탐색하는 데 그 목적을 지닌다. 이를 위해 선행 연구 검토, 현장 사례 분석을 통해 고려해야 할 핵심 설계요소를 도출하였다. 이에 대해 미래학교 설계에 대해 전문성을 지닌 대학교수, 연구(위)원 및 장학관, 교사 포함 총 스물여덟 명을 대상으로 전문가 검토를 실시하여 연구 결과에 대한 수정 및 보완이 이루어졌다 연구 결과, 미래 지향적 학교 공간 구축 및 개선을 위한 ‘교수·학습 및 테크놀로지’, ‘정서적 지원’, ‘커뮤니티 생태계’, ‘통합 안전망’ 총 네 개의 구성요소와 열한 개의 핵심 설계요소를 도출하였다. 교수·학습 및 테크놀로지 측면에서 ‘맞춤형 교수·학습 활동 지원’, ‘테크놀로지 활용수업 지원’ 등을 고려해야 하며 학습자의 정서적 지원을 위해서 ‘정서적 편안함 제공’, ‘정서적 즐거움 제공’을 제공해야 한다. 커뮤니티 생태계가 조성되기 위해서는 ‘지역 사회와의 다양한 연계’, ‘사용 주체별 공간 및 시간의 구획화’를 고려할 필요가 있으며 통합 안전망을 구축하기 위해서는 ‘인적 안전망의 체계화’와 ‘물리적 안전망의 스마트화’를 실현해야 한다. The purpose of this study is to explore design elements in the construction of a school space suitable for the future. The importance of constructing school space has been emphasized to effectively respond to future social changes. In particular, it is necessary to build the school space in order to improve future core competencies. Despite the significance of school spaces as a learning environment for future education, there is insufficient research in a comprehensive analysis and the investigation of various stakeholder responses. Using a literature review, cases analysis, components and design elements were derived. Also, the responses of twenty-eight experts including professors, researchers, and teachers were examined to revise the design elements. As a result, the four components were as follows: learning and technology, emotional support, community ecosystem, and integrative safety net. The major design elements of teaching·learning and technology are as follows: ‘supporting customized teaching and learning activities’, and ‘implementing technology-enhanced learning’. To support learner’s feelings, ‘offering affective comfort’ and ‘offering affective pleasure’ should be considered. For the community ecosystem, ‘various links with local communities’ and ‘division of space and time by users’ are included. Systematizing human safety net and making physical safety net smart are necessary for the integrative safety net.

학습 설계를 지원하는 이러닝 플랫폼 프로토타입 탐색 연구

임철일 ( Cheolil Lim ),한형종 ( Hyeongjong Han ),정다은 ( Daeun Jung ),( Yunus Emre Ozturk ),홍정현 ( Junghyun Hong ) 한국교육공학회 2017 교육공학연구 Vol.33 No.4

효과적인 교육을 구현하기 위한 학습 설계의 중요성이 강조되고 있다. 특히 기존 학습 관리시스템이 다양한 학습 활동을 지원하는 보다 거시적인 차원의 이러닝 플랫폼으로 발전하고 있다. 학습 설계 개념을 반영한 이러닝 플랫폼 기능에 대한 중요성에도 불구하고 이에 대한 종합적인 검토와 사용자의 반응을 탐색하는 실제적인 연구는 미비한 상황이다. 특히 기능 측면에서 현재까지 주요 연구는 개별적인 차원에서 학습 설계를 지원하기 위한 기능들을 제시하거나 개념적인 수준에서 그치고 있다. 또한, 학습 활동보다는 학습 관리에 초점을 두고 있다. 본 연구는 학습 설계 기반 이러닝 플랫폼이 어떠한 기능을 지녀야 하는지를 탐색하면서 프로토타입을 개발하여 그것의 실제적 가능성을 확인하는 목적으로 수행되었다. 연구 목적을 달성하기 위하여 선행 연구 검토, 사례 분석을 통해 학습 설계를 지원하는 이러닝 플랫폼이 지녀야 할 기능을 도출하였다. 이에 대해 스토리보드 형태의 프로토타입을 개발하여 서울 소재 ‘S’ 대학교 교수자 및 학습자 총 열여덟 명을 대상으로 사용성 평가를 하여 자료 수집 및 분석이 이루어졌다. 연구 결과, 학습 설계를 지원하는 이러닝 플랫폼은 ‘교수 지원’, ‘학습 활동 지원’, ‘개별화 및 적응적 학습 지원ㆍ관리’, ‘콘텐츠 및 자료 저작ㆍ관리’, ‘협력 및 의사소통 지원’, ‘평가 지원 및 관리’ 총 여섯 가지 영역에서 세부 기능이 도출되었다. 사용성 평가 결과, 주요 강점으로 ‘학습 및 활동 구성의 용이성 제공’, ‘학습과 활동을 지원하는 다양한 기능 통합으로 인한 학습 도움 야기’, ‘맞춤형 학습 유도’ 등이 확인되었다. 약점을 고려한 주요 개선점으로는 ‘전공, 활용 목적 및 교수자의 활용 수준 상이성을 고려한 접근’, ‘학습과 직접 관련 있는 기능 축소’ 등이 제안되었다. The purpose of this study is to explore an e-learning platform prototype promoting learning design. The importance of learning activity design has been emphasizing for effective learning. In particular, e-learning platforms have been developing in a more comprehensive form, not only containing learning content management systems but also learning activity management system. Despite the significance of the e-learning platform function reflecting the learning design concept, there is a lack of practical research on comprehensively analyzing the e-learning platform containing learning design function and investigating user response to it. Using literature review and case analysis, it was deduced that what are features of e-learning platform supporting learning design. Also, the prototype as storyboard form was developed and responses of eighteen instructors and learners were examined. The principal areas were as follows: instructor support; learning activity support; personalized and adaptive learning support and management; learning content or material development and management; collaboration and communication support; and assessment support and management. The major strengths are as follows: ‘making it easier to construct learning activities’, ‘supporting learning by integrating various features’, and ‘leading adaptive learning’. For major improvements, enhancing its availability by considering differences in majors, utilization purpose and utilization level of instructors and reducing to functions directly related to learning were suggested.