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4차 산업혁명시대 대학의 신기술 도입 및 제도 전환에 대한 대학교수 인식 분석
권선아(Sun-a Kyun),양유정(You-jung Yang),정혜령(Hye-ryung Jung) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.8
본 연구는 4차 산업혁명시대 대학교육 혁신을 위하여 대학이 신기술을 도입하고 제도를 전환을 하는 것에 대한 현직교수들의 인식수준과 입장을 조사하고 분석하였다. 이와 같은 목적을 달성하기 위하여 전국의 4년제 대학에 재직하고 있는 대학교수 118명을 대상으로 설문조사를 수행하였다. 연구결과, 전체 응답자의 86.4%가 대학교육 혁신을 위해 신기술 도입이 필요하고, 83%가 제도 전환이 필요하다고 응답하였다. 구체적으로, 일부 신기술(예:빅데이터마이닝, 가상현실 및 증강현실) 도입에 대하여 방송통신대학 교수가 일반대학 교수보다 더 높은 수준으로 동의하는 것으로 나타났고, 한편 일부 대학제도(학기제도유연화, 나노디그리 등) 전환에 대해서는 대학에서 20년이상 재직하고 있는 50-60대 교수가 10년미만의 30-40대 교수보다 더 높은 수준으로 동의하는 것으로 나타났다. 또한 사회계열 및 이공계열 교수가 빅데이터마이닝에 대하여, 이공계열 교수가 가상현실 및 증강현실에 대하여, 사회계열 교수가 선행학습인정제도에 대하여 더 높은 수준으로 동의하는 것으로 나타났다 This study analyzed the university professors’ recognition for introducing new technologies to universities and transforming of the current university system for the purpose of university education innovation in the 4th industrial revolution era. To do these, 118 university professors around the country were surveyed. Results indicated that while 86.4% of the respondents agreed to introduce new technology to universities, 83% of them agreed to transform the current university system. Specifically, while professors from KNOU agreed to introduce new technology(eg, bigdata mining & VR & AR) at a higher level than ones from the other universities, professors aged from 50 to 60 who had served for over 20 years agreed to transform university system(eg, flexibility of semester system, nano degree etc) at a higher level than ones aged from 30 to 40 for less than 10 years. Besides, professors from the faculties of social science and science & engineering agreed on bigdata mining, professors from science & engineering on VR & AR, and professors from social science on the prior learning recognition system at a higher level.
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온라인 토론학습에서 스캐폴딩과 자기규제가 참여와 수행에 미치는 효과
권선아(Sun a Kyun),김성아(Sung Ah Kim),이재경(Jae Kyung Lee),이현정(Hyun jeong Lee) 한국IT서비스학회 2015 한국IT서비스학회지 Vol.14 No.1
As the life expectancy of human beings gets longer and our society changes into highly competitive arena, the implementation of online adult learning is growing, and therefore the learners in self-regulated scaffolding learning environments is becoming an important topic. This study is to investigate the main effects of scaffolding and self-regulation and the interaction effect on discussion participation and comprehension in online learning environments. To do this, ninety-nine adults taking online learning courses with the open university in Korea were investigated. Adult learners were divided into one of the four groups (no scaffolding, conceptual, strategic, and conceptual and strategic scaffoldings). Regarding self-regulation, learners were divided into two groups (low and high self-regulated) based on the mean score of subjective report of self-regulated learning. The results are as follows : First, 'strategic scaffolding' is more effective than 'conceptual scaffolding' in discussion participation (F=2.772, p < .05) and comprehension test (F=7.156, p < .05). Second, high self-regulated learners more actively participate than low self-regulated learners in discussion (F=6.230, p < .05), and achieve higher scores (F=4.863, p < .05). Third, there is no interaction effect between scaffolding strategies and the level of self-regulation. The theoretical and practical implications of these findings are discussed.
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온라인 학습에서 비구조화된 문제에 대한 해결된 예제 효과
권선아(Sun a Kyun),이재경(Jae Kyung Lee),이현정(Hyun jeong Lee) 한국IT서비스학회 2015 한국IT서비스학회지 Vol.14 No.1
This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.
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권선아(Sun Kyun),김한나(Hanna Kim),이수영(Soo Young Lee) 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.5
본 연구는 ‘미래비전 수립 워크숍(이하 미래워크숍)’과 ‘신문기사’로부터 수집한 미래교육 관련 텍스트를 대상으로 텍스트마이닝을 수행하여 그 결과를 비교 분석하였다. 미래워크숍에는 창의‧융합 교육에 관심과 경험을 지닌 전‧현직 초중등 교사 및 교육전문가 그리고 대학생 25명이 참여하였다. 25명의 참여자는 6개의 집단으로 나뉘어 미래교육과 관련된 자유토론을 수행하였고, 토론의 내용을 담은 녹취록을 텍스트 자료로 활용하였다. 신문기사는 데이터베이스 시스템인 빅카인즈으로부터 2017년 1월 1일부터 2018년 2월 28일까지 보도된 자료를 수집하였다. 1)텍스트마이닝을 통하여 수집된 텍스트로부터 키워드를 추출하였고, 2)키워드 빈도분석을 거쳐 워드 클라우드를 생성하였으며, 3)미래교육과 관련된 주요 키워드 두 개를 추출하여 미래사회 시나리오 별로 상관분석을 수행하였다. 분석결과, 미래워크숍에서는 미래사회와 미래교육에 대한 다양한 전망이 논의된 반면, 신문기사에서는 교육정책 수행 및 그 이해관계자들에 대한 내용이 주를 이루었다. This study compared/analyzed the results of text-mining of Future Education related text collected from ‘Future Vision Workshop (hereafter, Future Workshop)’and ‘newspaper articles’. 25 elementary & middle school teachers, education experts, and college students, who were interested in and experienced in STEAM education, attended the Future workshop. 25 participants were divided into six groups, conducted discussion related to future education, and the recoding of the discussion was used as text material. The newspaper articles were collected from BIGKINDS (i.e., newspaper database system), which were published from Jan 1 2017 to Feb 28 2018. 1)Keywords were extracted from collected text through text-mining, 2)Wordcloud was created through Keyword frequency analysis. 3) Two keywords related to future education were extracted and a correlation analysis was performed for each future scenario. Results indicated that various prospects for future society and education were discussed in the future workshop, compared to the newspaper articles featuring the implementation of education policy and stakeholders.
KCI
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