Blended Group Tutoring

김보원(Bowon kim) 한국방송통신대학교 미래원격교육연구원 2006 평생학습사회 Vol.2 No.1

Tutoring has been considered a focal point of learner-support in distance universities. Korea National Open University, however, has had difficulty in establishing a good tutoring system due to shortages in the budget. Fortunately, it is now endowed with the opportunity to utilize its own strengths : the information and communication technology and the on-line learning environment. First of all the new scheme is characterized by blended tutoring. The blending of on-line and off-line tutorings produced considerable synergies and presented a shortcut to the innovation of the tutoring system of KNOU. Another important aspect of the new tutoring is group tutoring. Grouping enables students to get a sense of companionship, to be motivated into competitiveness, and to share and enjoy what they have learned with other tutees. A kind of learning community is constructed within the tutoring system. Thus the new tutoring system shows a happy marriage of technology and psychology, which proposes the new tutoring system as an alternative to the traditional tutoring at mega- open universities.

대학교육에서 블렌디드 러닝 교수설계를 위한 튜터의 역량 및 수업지원 전략 탐색

조다은(Daeun Jo),남창우(Changwoo Nam) 한국방송통신대학교 미래원격교육연구원 2021 평생학습사회 Vol.17 No.4

The purpose of this study is to explore the tutor’s competency and instructional support strategy for blended learning instructional design in college education. For this purpose, a three-round Delphi technique were conducted based on literature analysis on the tutors competency and instructional support strategies for instructional design in blended learning. As a result of the main research, first, tutors’ competencies for instructional design in college blended learning were divided into ‘educational planning and implementation preparation competency group’, ‘blended learning class practice competency group’, and ‘class evaluation competency group’. Second, the educational plan and implementation preparation competency group includes learning design support competency, learner management and support competency, and ICT utilization competency. The blended learning class practice competency group includes learning activity promotion competency, learner performance support competency, receptive attitude competency, and interaction promotion competency. In the class evaluation competency group, in-depth learning support competency and learning evaluation competency were found to belong, and the tutor’s class support strategy was presented in detail according to each competency. It is meaningful in that it can suggest what competencies tutors have and what instructional support strategies should be provided for blended learning instructional design in college education.

Effectiveness of blended tutoring in a Mega Distance University : A Case for Korea National Open University

You, Hyosoon 한국방송통신대학교 미래원격교육연구원 2006 평생학습사회 Vol.2 No.2

Recently, tutoring has been considered a key point in enhancing learnersupport within the distance education system. Korea National Open University(KNOU) launched a new tutoring system in 2005 blended tutoring for freshmen, to help their adjustment and learning and to promote educational quality in a distance learning system. The purpose of this study was to find the tutees' satisfaction with the blended tutorial and the effectiveness of the blended tutoring system. 1785 participants' grades in their courses, in which they had tutorials and the information about the participants registration for the second semester were collected. 288 tutoring attenders' responses to a questionnaire were also collected. Means, Chi-square, and T-tests were run using SPSS. The results showed that the blended tutoring system was a significantly effective method and was satisfactory to the tutoring attenders. The blended tutoring contributed significantly to the tutoring attenders' course grades and to their registration in their second semester. Based on the results, I discussed several points for further study to better run a blended tutoring system at mega distance universities. 최근 원격교육제도에서 튜터제도는 학습자 지원의 핵심으로 간주되고 있다. 한 국방송통신대학은 2005년 신입생의 적응과 학습을 지원하고 원격학습제도에서의 교육적 질을 높이기 위하여 새로운 튜터제도, 통합형 튜터제도를 시범적으로 운영 하였다. 이 연구의 목표는 이 시범적 통합형 튜터링에 대한 학생들의 만족도와 효율성을 알아보는 것이었다. 연구참여자는 방송통신대학의 한 학과의 2005년 신입생 1785명으로 이들의 튜터링에 참여여부, 1학기 튜터지도를 받은 과목의 성적 및 2 학기 등록여부에 대한 정보를 수집하였다. 아울러 튜터지도 참여자중 288명에게 튜터지도 만족도에 관한 설문지를 실시하여 수집하였다. 자료는 SPSS를 이용 평 균, 빈도분석 및 T-검증이 이루어졌다. 연구결과를 보면 튜터지도에 참여한 학생들의 튜터링에 대한 만족도가 높았으 며 튜터지도에 참여한 학생들의 튜터지도 과목의 성적과 2학기 등록률이 튜터지 도에 참여하지 않은 학생들의 성적과 2학기 등록률보다 유의하게 높았다. 연구결 과를 토대로 논의가 이루어졌다.

학업성취도 향상을 위한 웹기반 학습과 동료 교수법의 혼합 모델

이윤경 ( Yun Kyung Lee ),김주균 ( Ju Gyun Kim ) 한국컴퓨터교육학회 2008 컴퓨터교육학회 논문지 Vol.11 No.6

전문대학 교양수업에서 블랜디드 러닝의 교수학습 유형에 따라 학습성과, 만족도 및 수업분위기에 미치는 효과

김경(Kyung Kim),김경진(Kyungjin Kim),이효진(Hyojin Lee) 한국방송통신대학교 미래원격교육연구원 2011 평생학습사회 Vol.7 No.2

The purpose of the study is to analyze to the effects of instruction learning types of blended learning on program outcomes, satisfaction and instructional climate(liveness, creativity, elaborateness, genialness) in liberal arts teaching of a large class at junior college. The target persons were composed of 448 students of H junior college in Seoul that registered the course practical training methodology in 2011 first semester. The results of the study revealed that there were statistically significant differences regarding the Program Outcomes variable(t = 9.21, p <.05), and the instructor satisfaction variable(t = 3.13, p <.05) between the two groups by teaching methods. Otherwise there was not statistically significant differences regarding the learner satisfaction variable. As for the instructional climate, the mood was elevated positively. The results of this study suggested that the method of web-based Dyads peer tutoring had an effect on the Program Outcomes, instructor satisfaction and instructional climate. Web-based Dyads peer tutoring can be applied effectively in teaching situations in liberal arts class of college that consisted of students of a variety of basic skills.

KMS와 ITS의 결합을 통한 기업교육 발전 방안에 관한 연구

문상원(Sangwon Moon) 대한산업공학회 2011 대한산업공학회 춘계학술대회논문집 Vol.2011 No.5

Accelerating technological development and product life cycle expeditation around the globe increasingly demands an organization to incorporate a structure as well as culture of learning organization into its daily activities. We propose that the effectiveness of corporate education be enhanced by combining KMS and ITS in a manner that activities of learning and knowledge acquisition is closely connected with corporate strategy as well as with daily job performance. Two sample cases are drawn from leading global companies. In spite of continuous development effort in this field, task of integrating the two systems of knowledge management and e-learning into a unified structure still remains a challenging task.

KMS와 ITS의 결합을 통한 기업교육 발전 방안에 관한 연구

문상원(Sangwon Moon) 한국경영과학회 2011 한국경영과학회 학술대회논문집 Vol.2011 No.5

Accelerating technological development and product life cycle expeditation around the globe increasingly demands an organization to incorporate a structure as well as culture of learning organization into its daily activities. We propose that the effectiveness of corporate education be enhanced by combining KMS and ITS in a manner that activities of learning and knowledge acquisition is closely connected with corporate strategy as well as with daily job performance. Two sample cases are drawn from leading global companies. In spite of continuous development effort in this field, task of integrating the two systems of knowledge management and e-learning into a unified structure still remains a challenging task.