공학교육에서의 Active Learning 교수-학습 모형 개발 연구

김나영(Kim, Na-Young),강동희(Kang, Donghee) 한국공학교육학회 2019 공학교육연구 Vol.22 No.6

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an active learning teaching-learning model is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe s content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an active learning teaching-learning model which supplements lecture-type classes and then the TIERA teaching-learning model which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the TIERA teaching-learning model and as a result the TIERA model s active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing active learning teaching-learning model .

고령자의 평생학습 학습참여동기가 활동적 노화에 미치는 영향

이향란 ( Hyang Ran Lee ) 한국노인의료복지학회 2013 노인의료복지연구 Vol.5 No.2

This study was carried out to testify and re-illuminate if life-long learning would be practical method to improve senior citizens`` the quality of life and realize mental·social·physical, healthy and energetic welfare in society. Research Problems was as followings: first, is it justifiable relationship between participation motivation of life-long learning and active aging of senior citizens? Second, is there a mediative effect of self-determination and self-efficiency between participation motivation of life-long learning and active aging of senior citizens? In other word, we tried to find out what impact the individual characteristics(gender, age, married-ness, status of health, religion, As a result, first, Korean senior citizens`` level of lifelong learning is generally low and low-aged and married people are physically, mentally, and psychologically healthy and their level of active aging is higher. Second, the senior citizens with motivation for participation in lifelong learning got high level of aging, and third, self-efficacy has the most powerful influence on level of general active aging more than any other factors which proves that motivation for participation in lifelong learning influences on the level of active aging depended on "confidence." Fourth, motivation for participation in lifelong learning is a complete mediatior for relationship between self-determination and self-efficacy that was deducted as to contributes to active aging as one of an important variables. Based on such a results, we could suggest the following conclusions. First, it is necessary to suggest the ways of support for life-long learning and promoting active participation to allow aged learners to take participation as long as there is no high rate of women, aged population and married people. Second, it is firstable for women, age population, single-living seniors to take national supports based on the level of active aging. Third, to realize active aging society, the senior citizens must make their own effort to participate in life-long learning. Fourth, the promotion of lifelong learning for senior citizens has to be included in one of policies for building active aging in our society. Moreover, this study suggested academic and practical ways based on the result that lifelong learning of senior citizens contributes to the level of active aging.

세법 수업에 Active Learning의 활용과 과제

최임수 한국국제회계학회 2019 국제회계연구 Vol.0 No.88

The purpose of this study is to introduce Problem Solving Learning (PSL) applied in classes for the major classes of juniors and seniors and to present directions for tax law classes based on the results of its operations in order to analyze whether active learning can be applied in tax law classes. PSL is a specialized teaching-learning method developed as a specialization strategy by the College of Global Business Administration of K University. Classes that applied PSL demonstrate overall positive reactions in terms of class method and instructional contents. It also confirms that PSL is a useful teaching-learning method for elevating capacities of learners such as in communication skills, logical thinking, and analytical skills. Furthermore, there is no significant difference in class assessments when compared to other courses offered using lecture methods in the same period. When applying active learning in tax law classes, it is proposed to partially utilize this method, utilize KOCW data, and to aim at enhancing capacities for students hoping to find employment in general companies. This study is significant in that it attempts to apply active learning in tax law classes. In addition, it is expected that it will be possible to be used as reference to develop and operate specialized methods at universities to improve student competencies. 본 연구의 목적은 세법 수업에도 Active Learning이 적용 가능한가를 분석하기 위하여 전공학생 3~4학년을 대상으로 한 수업에 적용한 문제해결학습(PSL)을 소개하고, 그 운영 결과를 바탕으로 세법 수업의 방향을 제시하는 데 있다. PSL은 K대학교 글로벌경영대학이 특성화 전략의 하나로 개발한 특성화된 교수학습방법이다. PSL을 적용한 수업은 수업방식과 수업내용 등에서 전반적으로 긍정적인 반응을 보였고, PSL은 학습자의 의사소통능력, 논리적 사고, 분석적 능력 등 역량을 함양하는 데 유용한 교수학습방법임을 확인하였다. 또한, 수업평가에서도 같은 기간에 강의식으로 운영한 다른 교과목과 비교하여도 큰 차이가 없었다. 세법 수업에 Active Learning을 적용할 때 이 방법을 부분적으로 활용할 것과 KOCW의 자료를 활용할 것 그리고 일반기업체에 취업을 희망하는 학생을 위한 역량을 함양해 주는 차원에서 실시할 것을 제안하였다. 본 연구는 세법 수업에 Active Learning을 적용하여 수업을 시도했다는 점에서 의미가 있다. 또한, 학생들의 역량을 함양하기 위하여 대학에서 특성화된 방법을 개발하고 운영하는 데 참고로 활용될 수 있을 것으로 기대된다.

한국어 교재에 나타난 학습 활동의 현황과 변천 과정 연구

신현숙 국제한국어교육학회 2006 한국어 교육 Vol.17 No.3

There are many differences between the Korean Textbooks of the past and the most recent Korean Language Education materials. While communicative language teaching and the integrative approach constitute the main current, more recent texts emphasize learning activities which focus on the learner. In this study, and through the analysis of the Korean textbooks, learning activities are arranged into 4 basic categories. First, ‘exercises’-in which repeated practice (usually in the form of substitution drills) was used (usually referred to as the audio-lingual method) has been changed to ‘activity’. The substitution drill practice presented a relatively passive repetition activity that was weak in developing learner’s practical communication abilities. The need to use active and original ‘activities’ in the latest learning exercises focused on the learner. Second, the ‘after-learning activity’ was changed to ‘combined learning activity’. The latest learning activities are intensifying and practicing the ‘before/during/after’ aspects of the teaching-learning process. Third, current trends emphasize the four language skills- speaking․listening․reading․writing. Forth, changing the learning activity from ‘self-practice’ to a ‘reciprocal learning activity’ done in pairs or groups is appearing frequently promotes actual verbal interaction and therefore practical communication. On this basis, the purpose of the learning activity should be presented clearly, and the frame of the possible learning activity should be presented as a concrete process. Finally, and if the learning activity relates to cultural aspects of the language, it should attract the interest of the learners in order to create as memorable an activity as possible.

Active Learning Classroom과 고정식 강의실에서의 플립러닝 비교 사례연구

이상은 ( Sang-eun Lee ),송봉식 ( Bong-shik Song ) 한국실천공학교육학회 2022 실천공학교육논문지 Vol.14 No.2

본 연구는 고등 공학교육에 플립러닝을 Active Learning Classroom(ALC)에 적용한 사례와 고정식 강의실에 적용한 사례를 비교하는 것을 목적으로 하였다. 이를 위하여 ALC 플립러닝과 고정식 강의실 플립러닝 사례 간에 사전학습, 학업성취, 수업만족도가 어떻게 다른지 비교하였다. 연구결과, ALC 플립러닝이 고정식 강의실 플립러닝에 비해 사전학습 영상강의 시청을 더 많이 하였고, 중간시험 점수는 낮으나 기말시험 점수는 더 높았다. 또한 수업 요인, 교수자 요인, 전반적 만족도 문항으로 수업만족도를 확인한 결과, ALC 플립러닝이 고정식 강의실 플립러닝에 비해 모든 요인에서 높은 만족도를 보였다. 본 사례연구는 플립러닝 강의실 환경으로서 학습자중심의 수업에 용이하도록 구축한 학습공간인 ALC 환경이 강의실에서 학생 중심의 활발한 상호작용을 필요로 하는 플립러닝에 더 효과적임을 시사한다. This study compares two cases in which flipped learning is applied in the active learning classroom (ALC) and fixed classroom of advanced engineering education. To this end, the difference in pre-learning, academic achievement, and class satisfaction between ALC and fixed classroom flipped learning were compared. The results revealed that students in ALC flipped learning watched more video lectures for pre-learning than those in the fixed classroom flipped learning and achieved higher scores on final tests, though they obtained lower points on midterm exam. In addition, examination of class satisfaction with questions about class factors, instructor factors, and overall satisfaction revealed that ALC flipped learning showed higher satisfaction in all factors than the fixed classroom flipped learning. This case study suggests that the ALC environment, a learning space built to facilitate learner-centered activities, is more effective for flipped learning that requires active interaction in the classroom.

기업의 팀학습 변천 과정에 대한 문화역사적 분석: L사의 사례를 중심으로

장원섭,김윤희,임정현,이은주,다와수릉 한국성인교육학회 2010 Andragogy Today : International Journal of Adult & Vol.13 No.1

The purpose of this study was to analyze changes of team learning in a company by Cultural-Historical Activity Theory of Engeström. The result that confirmed the changes and features of team learning of L-company through interview, collecting documents and participant observation gives us the followings. First, a team learning process of L-company has changed the operation form, the method and the contents of leaning according to historical change stages. Second, the present features of team learning in L-company changed 'learning beyond training', 'from performance-oriented learning to value-oriented learning' because it promotes Self-Directed and active learning from the constructive point of view. Third, the discord and contradiction was occurring with internal and external activity systems from all steps of learning. With solving these problem, the step of team learning came to next level. The study for Cultural-Historical Activity Theory in team learning activity will be able to give us the basis for understanding organization learning in context. 이 연구는 기업 팀학습의 변화를 문화역사적 관점에서 탐구하였다. L사를 대상으로 면담, 문서수집, 참여관찰을 통하여 팀학습의 변천과정에 따른 각 단계별 특징을 탐색하고 이를 문화역사적 활동이론의 모형을 적용하여 분석하였다. 그 결과 다음과 같은 사실들을 확인할 수 있었다. 첫째, L사의 학습은 생산조직의 역사적 변천단계에 따라 학습과정의 운영형태와 학습방법, 학습내용이 변화해왔다. 둘째, L사는 개인학습으로부터 팀학습으로 학습단위가 이동하였으며, 팀학습의 과정에 있어서도 벤치마킹, 문제해결, 체험중심 팀학습으로 변화하였다. 셋째, L사는 각각의 학습단계에서 활동체계 내․외적으로 갈등과 모순을 겪었고, 이를 해결하면서 다음 단계의 팀학습으로 진화해갔다. 마지막으로, 연구자들은 기업의 학습활동에 대한 맥락적 이해와 이에 기초한 학습전략 마련을 위해 문화역사적 접근의 유용함을 제언하였다.

일본 ‘액티브 러닝’ 정책의 표(表)와 리(裏)

이명실 한국일본교육학회 2018 한국일본교육학연구 Vol.22 No.3

Amid the rapid social and economic changes of the Fourth Industrial Revolution, Ministry of Education, Culture, Sports, Science and Technology(MEXT) in Japan has announced its educational policy to foster the power to live in a society that can lead to uncertainty in the future. In particular, the task of fostering talented people in the knowledge-based society of the 21st century has given to universities, and Active Learning was presented in the Report of the Central council for Education in 2012. Since then, the educational groups and researchers have had various discussions on the meaning and the directing point of Active Learning, and Active Learning that was designed as a method of university education has had a significant impact on the educational site of elementary, middle and high schools. In the National Curriculum of 2016, the terminologies called the subjective, conversational, and depth learning was used instead of Active Learning, and the promotion of the learner’s living powers was emphasized. In this paper, I examined the characteristics of the Active Learning emphasized by the MEXT of Japan. For this purpose, I reviewed the various meanings of the Active Learning, the logic of Active Learning, and the dangers of the logic behind Active Learning. This study will serve as a basic study to ensure that our education policies are properly viewed, as it coincides with the current flow of education policies in Korea. 제4차 산업혁명의 시대라 일컬어지는 급격한 사회․경제적 변화 속에서, 21세기 지식기반사회의 국가경쟁력 제고를 위한 인재양성의 임무가 대학에 주어졌다. 이를 위해 각국에서는 대학 교육정책의 변화를 모색해 왔다. 일본에서는 2012년 중앙교육심의회 답신을 통해 대학교육의 방법으로 ‘액티브 러닝’이 제시되었고, 이후 교육단체 및 연구자들은 ‘액티브 러닝’의 의미와 지향점에 관해 다양한 논의를 전개했다. 대학교육의 방법으로 제시되었던 ‘액티브 러닝’은 현재 초․중․고등학교의 교육현장에까지 큰 영향을 주고 있다. 2017년 초․중․고등학교에 대한 국가교육의 기본방침을 제시한 학습지도요령 개정에서는 ‘액티브 러닝’ 대신에 ‘주체적․대화적 깊은 배움’이라는 표현이 사용되었고 학습자의 ‘살아가는 힘’의 육성이 강조되었다. 이에 본 논문에서는 일본 문부과학성이 강조했던 ‘액티브 러닝’ 정책의 특징 혹은 성격을 중심으로 논의를 전개해 보고자 한다. 이 과정에서 ‘액티브 러닝’의 다양한 의미와 일본 정부가 ‘액티브 러닝’을 통해 지향하고자 하는 바가 분명히 제시될 것이며, 더불어 ’액티브 러닝‘의 논리가 가진 위험성에 관한 논의가 이루어질 것이다. 이 연구는 현재 한국에서 전개되는 학습자의 활동이나 체험을 강조하는 교육정책의 흐름과도 맞닿아 있다는 점에서 우리의 교육정책을 올바로 보기 위한 기초연구가 될 수 있을 것이다.

e-Learning 환경에서 학습양식과 학습 활동 선호도 및 학습 전략 사용과의 관계 분석

권성연 ( Soung Youn Kwon ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2008 교육정보미디어연구 Vol.14 No.4

본 연구는 e-Learning 학습환경에서 성인학습자들의 학습양식을 분석하고 이러한 학습양식이 학습활동 선호 및 학습전략 사용과 어떠한 관계가 있는지를 확인하기 위해 수행되었다. 따라서 Gregorc 및 Grasha-Reichmann의 학습양식에 따라 학습자의 학습양식유형을 분석하고 이들 학습양식과 학습전략, 학습활동 간의 상관관계 및 각 학습양식이 학습전략과 학습활동 선호에 미치는 영향을 분석하였다. 연구방법으로는 e-Learning성인학습자를 대상으로 학습양식, 학습전략, 학습활동 선호에 대한 설문조사를 실시하였다. 연구결과, 성인학습자들은 CS, AR형이 많았고 독립형, 참여형 점수가 높게 나타났다. 학습전략으로는 정교화 전략 사용이 많았고 도움구하기 전략 사용이 적었으며 학습활동으로는 강의듣기를 가장 선호하고 조별과제를 선호하지 않았다. 학습양식과 학습전략, 학습활동의 상관관계에 있어서는 Grasha-Reichmann의 양식에서 상대적으로 높은 상관관계가 나타났다. 또한, Gregorc학습양식은 그 유형에 따라 대부분의 학습활동 선호의 차이가 없는 반면 Grasha-Reichmann의 학습양식은 그 유형에 따라 학습전략과 학습활동 선호에 차이가 있는 것으로 나타났다. 즉, Grasha-Reichmann 학습양식에서는 참여형과 협동형이 학습활동 선호에 유의미한 영향을 주었는데 참여형은 교재읽기, 성찰하기, 강의듣기와 같은 개별적 학습활동에 협동형은 토론하기, 조별과제하기와 같은 집단적 학습활동에 영향을 주었다. 또한 학습전략에 있어서도 참여형과 협동형의 영향력이 가장 컸으며 독립형도 인지적 전략 사용에 영향을 주는 것으로 나타났다. 이것은 학습양식의 특성에 따라 학습전략사용이나 학습활동 선호와의 관련성과 영향력이 다를 수 있음을 시사하는 것이다. 아울러, 학습전략 사용과 학습활동 선호도에 영향을 주는 학습양식에 대한 고려를 통해 보다 다양하고 적응적인 학습환경 설계가 요구된다. This research was aimed to analyze the adult learner`s learning styles and their relationships with preferences for learning activities and learning strategies in e-Learning environments. so, adult learners` learning styles according to the Gregorc`s and Grasha-Reichmann`s, the relationships between learning styles and learning preferences, learning strategies were analyzed. Research results were as follows: Many of adult learners were CS or AR types in Gregorc style and the mean score of independent and participant types were little bit higher than collaborative and dependent types in Grasha-Reichmann`s style. Adult learners used elaboration strategy the most and help-seeking the least. Also, the most preferred learning activity was listening to lecture. Relationships among learning styles and preferences of learning activities, and learning strategies, the stronger relations appeared in Grasha-Reichmann`s than Gregorc`s learning style. that is, there was no meaningful differences in preferences of learning activities and learning strategies according to the Gregorc`s learning types but participant and collaborative types in Grasha-Reichmann`s style were meaningful factors to preferences of learning activities, especially, participant type had meaningful effects for individual learning activities such as reading textbook, reflection and listening lecture, collaborative type was influential types for preference of group activities such as discussion and group task. Participant and collaborative types also had a powerful impacts on learning strategies, and independent type influenced on cognitive strategy. These results implied that the characteristics of learning styles could make the differences in influences on use of learning strategies and preference of learning activities. and we should design the various and adaptive learning environments allowing for the learners` learning styles.

한국어 교재에 나타난 학습 활동 연구

박건숙 서울대학교 국어교육연구소 2006 국어교육연구 Vol.17 No.-

The purpose of this research is to analyze the type and function of the learning activity in Korean language textbooks from 1960's to the middle of 1980's. In those days, the audio-lingual method was the general trend in Korean language textbooks and it focused on repetitions and memorizing based on drills in the learning activity. In the concrete, the types of the learning activity appear the change of grammar patterns, substitution activity, dialogue activity, question- answer activity, making a sentence, filling in a blank, drawing a line and so on. This shows that the function of the learning activity focused on grammar and vocabulary learning. On the other hand, it appears that learning activity is not enough in the field of the language activity, namely speaking, listening, reading and writing. Especially, the learning activity in the field of listening is most insufficient. For these reasons, it needs to develop various learning activity for language activity. It is possible for this analysis to know the trend and the educational objectives of the Korean language education. Moreover, it is possible for this analysis to present the background information for research of the historical change of the learning activity in Korean language textbooks.

학습조직 활동과 조직성과에 관한 연구-제조업과 비제조업을 중심으로

진규동,최은수 한국기업교육학회 2008 기업교육과인재연구 Vol.10 No.1

The purpose of this study was to investigate what is the relationship between the learning organization activities on organizational performances in the manufacturing industry and non-manufacturing industries based on the structural equation model analysis. The specific questions regarding this purpose were: First of all, what the individual level learning organizational activities on organizational level activities as an intermediary variables does effect? Secondly, do the individual level learning organizational activities as intermediary variables in the manufacturing industry have a relationship with organizational performance? Thirdly, what is the relationship between the learning activities on an individual level in the non-manufacturing industry, and the organizational performance when the learning activities on the organizational level act as an intermediary? As the research method, the questionnaire was used. A total number of 312 employees from 213 listed companies and registered securities responded to the questionnaire. Frequency analysis, χ2, t-test, multiple regression, ANOVA, and LISREL were performed to analyze the data. Major findings were as follows: First, the support for the individual learning has to be in the level of organization. It is necessary to apply a strategy to build learning organization activities with continuous learning activities, and the activities on empowerment, as a main role regarding the difficulties in reality which are unable to sufficiently meet 7 types of learning activities. Second, the learning organization activities in the manufacturing industry and the learning organization model of organizational performance indicated the same model with the result in a prior study. Third, the model from the learning organizational activities in the non-manufacturing industry and organizational performance indicated that it is very different with the result in a prior study. Fourth, the model of learning organization has a number of outcomes according to the characteristics of organization and type of industry. In accordance with the model of learning organization activities, it has been confirmed that there are various kinds of learning organization models depending on corporation characteristics although it is ideal to have a relation which is satisfied with every learning organizations. 본 연구는 기업의 학습조직 활동과 조직성과와의 관계를 구조방정식모형 분석을 통하여 밝혀 보고자 수행되었다. 학습조직은 최근 인적자원개발 전략으로써 많은 관심의 대상이 되고 있는 분야로 학습조직과 조직성과와의 관계에 대한 연구의 필요성과 중요성이 강조되고 있다. 이러한 맥락에서 본 연구는 그 동안의 학습조직과 조직성과에 대한 연구를 살펴보고 선행연구를 기반으로 제조업과 비제조업에 있어서의 학습조직 활동과 조직성과 간에 어떤 관계가 있는가를 구조방정식모형 분석을 하였다. 이를 위한 세부 연구문제는 첫째, 개인차원의 학습조직 활동은 조직차원의 학습조직 활동을 매개로 기업의 조직성과와 어떤 관계가 있는가? 둘째, 제조업에서의 학습조직 활동은 조직성과와 어떤 관계가 있는가? 셋째, 비제조업에서의 학습조직 활동은 조직성과와 어떤 관계가 있는가이다. 연구방법으로 설문조사를 실시하였다. 우리나라 유가증권 상장기업 213개 업체에 종사하는 312명을 대상으로 이루어졌으며 설문 결과분석은 χ2, t-검정, 다중회귀분석, ANOVA, LISREL 등을 사용하였다. 연구결과, 개인차원의 학습조직 활동 4가지 중에서 3가지의 활동(지속학습, 연구와 대화, 자율역량)이 조직차원을 매개로 비재무성과에 간접적으로 영향을 미치는 것으로 나타났으며 팀 학습은 직접적으로 비재무성과에 영향을 미치는 것으로 나타났다. 제조업과 비제조업에 대한 학습조직 활동과 조직성과 간의 관계에 대한 구조방정식 모형분석결과는 제조업의 경우 학습조직 활동은 개인차원의 학습조직 활동이 조직차원의 학습활동을 매개로 조직성과에 영향을 미치는 것으로 나타났다. 한편 비제조업의 경우 학습조직 활동은 개인차원의 학습조직 활동이 조직차원의 학습활동을 매개로 조직성과에 영향을 미치지 못하는 것으로 나타났다. 결과적으로 학습조직 활동은 획일적으로 영향을 미치는 것보다는 각각의 학습조직 활동과 다양한 개인과 조직의 특성이 반영된 요인들의 영향을 받는 것으로 나타났다.