한국 학생의 로봇에 대한 태도: 국제비교 및 태도형성에 관하여

신나민,김상아 한국로봇학회 2009 로봇학회 논문지 Vol.4 No.1

This paper is concerned with Korean students' attitudes towards robots, presenting two survey studies. The first study was concerned with a group of college students, taking the perspective of international comparison. Data were collected by administering an online survey, where 106 volunteer students had participated. In the survey, the Negative Attitude towards Robot Scale(NARS) was adopted to compare the Korean students' scores with those of multi-national groups (U.S.A, Germany, Netherland, Japan, Mexico, and China) who responded to the same scale in Bartneck et al.'s research. The analysis of the data reveals that Korean students tend to be more concerned about social impacts that robots might bring to future society and are very conscious about the uncertain influences of robots on human life. The second study investigated factors that may affect K-12 students' attitudes towards robots, with survey data garnered from 298 elementary, middle, and high school students. The data were analyzed by the method of multiple regression analysis to test the hypothesis that a student's gender, age, the extent of interest in robots, and the extent of experiences with robots may influence his or her attitude towards robots. The hypothesis was partially supported in that variables of a student's gender, age, and the extent of interest in robots were statistically significant with regard to the attitude variable. Given the results, this paper suggests three points of discussions to better understand Korean students' attitudes towards robots: social and cultural context, individual differences, and theory of mind.

해외 원격대학의 튜터제도 운영 : OUHK의 사례

신나민 한국방송통신대학교 미래원격교육연구원 2005 평생학습사회 Vol.1 No.1

원격교육체계 내에서 튜터는 원격학습에 대한 구조화된 인적 지원으로 정의된 다. 이 인적지원은 원격학습자의 학업성취, 만족, 지속 등에 결정적인 영향을 미 처기 때문에 해외원격대학들은 튜터제도 운영에 더욱 내실을 기하고 있다. 본 논문은 해외 원격 대학의 튜터제도 운영 사례 가운데 홍콩오픈유니버시티(The Open University of Hong Kong: OUHK)의 사례에 주목한다 OUHK의 경 우 전임 교원의 수는 전체 교원의 10%에 미치지 못하며, 코스별로 고용되는 튜터가 전체 교수인력의 87.4%를 차지한다, 본 논문은 튜터선발, 튜터훈련 및 지원, 튜터 모니터링, 튜터보상에 관한 구체적인 실천을 살펴보기 위하여 OUHK 의 튜터훈련메뉴얼과 교수훈련자료집을 분석하였다. 자료 분석 걸과 OUHK 튜터제도 운영은 다음과 같은 특성을 보였다. 첫째, 조직적 차원에서 유기적 협업 체계를 갖는다. 즉, 원활한 튜터제도 운영을 위해서 담당 코스의 교수, 단과대학의 주 사무요원, 입학, 시험, 졸업, 기록을 담당하는 Registry부서와 인적자원부서가 긴밀히 협조한다, 둘째, 개인적 차원에서 튜터 관련 업무는 표준화된 직무 수행 양식에 따라 이루어진다, 셋째, TMA(Tutor Marked Assignment)를 통 한 튜더 지도는 학생학습에 있어 필수적인 부분이므로 튜더제도는 교과운영과 통합되어 운영된다. 넷째, 튜터훈련과 전문성 신상을 위한 대학의 지원이 두드러 진다, 이런 관찰은 튜터의 질을 통하여 원격교육의 질을 담보하려는 OUHK의 노력으로 해석된다. In a distance education system, a tutor plays a critical role to supporting distance learners due to its own human nature, As research reports tutor’s unique effects on student achievement, satisfaction, and persistence in learning at a distance, distance education institutions are reassessing the value of tutors while trying to build up more effective systems that can work for their students. Among others, the case of the Open University of Hong Kong(OUHK) was analyzed in this article under the themes of tutor selection, training and support, monitoring, and rewarding. For the analysis, the author drew upon two publications from OUHK: Tutor Training Course and Course Coordinator Training Manual. Some characteristics on the ways OUIIK operates her tutor system were identified in the article, as they reveal the institution’s efforts to quality distance education,

호주 학교의 학습공간 디자인 개선에 관한 사례분석

신나민 한국교육개발원 2011 한국교육 Vol.38 No.1

Increasing attention has been given to innovation in school spaces lately on the basis of the discussion of a sustainable school environment along with 21st century teaching and learning. This study aims to analyze selected cases of schools in Australia, as they have been innovating in school learning spaces since the Building the Education Revolution (BER) project in 2009. The analysis was based on data,—including documents, images, and interview scripts—collected during a visit to 14 schools across 3 states from May to July in 2010. The three main questions raised in the study were concerned with the design principles applied to school spaces newly built, the design process and the impacts of the space innovations on students and teachers. The results of the study revealed the following: 1) the design of school spaces centered around the idea of flexible, open, and community, 2) considering interior design and furniture along with building architecture, 3) emphasizing the connection between the inside and the outside of the building, 4) seriously considering the issue of sustainable environment, and 5) making schools more feeling like home. The design processes varied according to the type of schools (government, Catholic and private schools) in terms of the degree of participation from students and teachers. The study also identified that the design of school spaces can significantly impact the areas of curriculum design, the flow of student learning, and the timetable when supported by professional leadership on the part of teachers and school principals. 최근 지속가능한 학교환경과 변화하는 21세기 교수-학습 방법에 대한 관심이 결합되면서 학교의 물리적 환경 개선을 통하여 교육의 질을 담보하려는 노력이 국내외에서 활발해지고 있다. 본 연구는 2009년부터 연방정부 정책으로 실시되고 있는 Building the Education Revolution(BER) 프로젝트를 비롯하여 다양한 형태의 학습공간 개선 사업이 진행되고 있는 호주의 사례를 분석하였다. 이 분석은 연구자가 호주 3개 주의 14개 학교를 직접 방문하여 수집한 이미지, 문서, 인터뷰 자료를 근간으로 하였으며, 학습공간 디자인의 특징, 디자인의 과정 그리고 학습공간 변화가 교수-학습 활동에 미치는 영향이라는 세 가지 주제를 중심으로 이루어졌다. 연구결과, 호주사회가 전망하는 21세기 학습공간 디자인은 유연하고 열린 커뮤니티를 지향하며, 실내 인테리어와 가구를 통합적으로 고려하고, 건물의 내부와 외부의 연결성을 강조하고, 지속가능한 환경을 고려하며, 주거공간으로써의 쾌적함을 반영하는 것으로 나타났다. 디자인의 과정은 공립학교(관주도형), 가톨릭학교(중재형), 사립학교(학교주도형) 별로 교사와 학생의 참여에 있어 다양한 양상을 보였다. 또한 학교 내의 학습공간 디자인은 교사의 교수활동, 교장의 전문적 리더십, 교육과정과의 연계, 학생 학습활동의 흐름, 학습시간 등의 주제와 관련이 있는 것으로 나타났다.

대학생의 스마트미디어 사용, SNS 피로감, 학업지연 행동과 학습몰입에 있어서 성차 및 성별 조절효과

신나민,최은영 한국지식정보기술학회 2020 한국지식정보기술학회 논문지 Vol.15 No.4

This study examined if gender has any impact on the use of smart media and SNS fatigue of university students while analyzing its effects in moderating the relationship between SNS fatigue and academic procrastination behaviors and learning flow. Data were collected from 267 students from 4-year university located in Seoul and Pusan(male 60.3%), and analyzed by means of t-test and hierarchical regression analyses. The results of the study are following: First, female students spent more time in using smart media than did male students; Second, the frequency of using smart media per day was significantly higher for male students compared to female students. Third, female students were found out to feel more SNS fatigue than male students; Fourth, female students also showed higher score in the variable of academic procrastination behaviors than did male students; Fifth, the moderating effect of gender on academic procrastination behaviors via SNS fatigue was statistically significant, meaning that female students who felt high degree of SNS fatigue were more vulnerable to academic procrastination behaviors than the case of male students. Lastly, however, the moderating effect was not found out in the relationship between SNS fatigue and learning flow. In summary, this study showed the plausibility of female students spending more time on smart media, feeling more SNS fatigue, and finally procrastinating academic work more than did male students. Therefore, this study suggested that gender should be considered at first when higher education institutions plan to provide intervention programs for their students to prevent them from the overuse of smart media and suffering from SNS fatigue.

‘지속가능한 학교’ 논의의 국내외 동향 : 공간-환경적, 교육과정적, 통합적 접근

신나민,이선희 한국교육개발원 2011 한국교육 Vol.38 No.4

This study analyzes relevant literature on the theme of 'sustainable schools' to gain a basic understanding of the issue, thereby providing the field of education with a theoretical framework upon which further discussions can develop. For this purpose, we used the method of integrated research review by Cooper, going through 3 stages of data collection and analysis. The results of the study reveal that the discussions on sustainable schools have taken three approaches, namely, school space and environmental, curriculum-based, and integrated approaches. First, the major concern of the school space and environmental approach is to design and build school buildings in a more environmentally-friendly way while saving energy within a school. Second, the curriculum-based approach regards a school as an ideal place for Education for Sustainable Development(ESD). In the UK and South Korea, two countries with national curricula, for example, sustainability has been dealt with as a cross-subject in which multiple subject teachers are involved, or sometimes as a single subject. Extra-curricular activities, however, were the most preferred ways of carrying out ESD at the schools reviewed. Third, the integrated approach not only encompasses the first two approaches, it also makes it clear that the role of future schools should be redefined around the theme of sustainability, hinting at the changing objectives of education in general. The two cases of sustainable school initiatives in the UK and Australia are analyzed for practical implications for South Korean sustainable schools. 본 연구는 사회 각 분야에서 미래를 전망하는 거대 담론으로 떠오른 ‘지속가능성’이란 주제를 교육학계에서 탐구하는데 있어 우선적으로 필요한 이해의 틀을 파악하는 것을 목적으로 하였다. 이를 위해 통합적 연구리뷰 방법으로 ‘지속가능한 학교’와 관련된 국내외 주요 문헌 및 연구물들을 검토하였다. 연구결과, 지속가능한 학교에 관한 논의는 공간-환경적, 교육과정적, 통합적 접근의 세 가지 층위로 전개될 수 있음을 파악하였다. 첫째, 공간-환경적 접근은 학교의 물리적 환경을 환경-친화적으로 조성하고 건축하고자 하는 노력으로 에너지 절약 및 자원 보존의 실천을 위한 친환경건물인증제가 학교에도 적용되고 있었다. 특히 미국, 영국, 호주의 경우 학교에는 교육 기관의 특성에 부합하는 더 세밀한 규정이 별도로 마련되고 있는 것으로 나타났다. 둘째, 교육과정적 접근은 지속가능성에 대한 이해와 그 이해에 기반한 실천의 확산을 위하여 학교에서 가르치는 내용 및 방법에 초점을 두는 접근이다. 국가교육과정을 택하고 있는 영국과 한국의 경우, 범교과적 접근, 교과활동, 교과외 활동의 세 유형의 교육과정적 접근이 가능함을 보여주었다. 또한 이 접근에서는 지속가능발전교육과 환경교육 간의 관계가 또 하나의 주요 쟁점으로 나타났다. 셋째, 통합적 접근은 공간-환경적, 교육과정적 접근을 포괄할 뿐만 아니라, 지속가능성이 미래 학교의 기능 및 교육의 목표를 유기적으로 연계하는 비전이 될 수 있음을 보여주었다. 특히 통합적 접근의 예로 살펴본 영국과 호주의 경우, 지속가능한 학교의 실천이 학습 공간에 대한 정부의 투자와 교육 콘텐츠를 제공하는 유관기관, 지역사회 간의 파트너십에 기반한 체계적인 노력에 기반하고 있어 국내의 ‘지속가능한 학교’ 논의와 실천에도 유의미한 시사를 줄 것으로 보인다.

제4차 산업혁명과 교수방법의 미래 전망

신나민 한국교원교육학회 2017 한국교원교육학회 학술대회자료집 Vol.2017 No.포럼

대학생의 약·강 AI 인식 집단 간의 차이 분석: 개인적, 심리적, 윤리적 쟁점을 중심으로

신나민,김종욱 한국지식정보기술학회 2021 한국지식정보기술학회 논문지 Vol.16 No.5

This study analyzed group differences between weak and strong AI perceptions over personal and psychological variables and ethical issues. The research participants were 349 university students (female=60.2%, natural science/engineering major=71.6%, strong AI group=58.2%) recruited from three 4-year universities located in the city of Seoul, Busan, and Kyung-nam province. The survey was administered online; and collected data were analyzed via spss version 21.0 using t-test, cross-tab and frequency analyses. The results of the data analysis are summarized as following. First, no statistical differences were found out between the two groups in the variables of sex, major, experience and knowledge of AI. Second, psychological variables such as negative attitude towards AI, anxiety, pessimistic and optimistic scores proved to make a difference between the two groups. Weak AI groups were more negative, anxious, pessimistic and less optimistic towards AI than strong AI groups. Third, no difference was observed in their perceptions of usefulness and easiness of AI technology. Fourth, perceived need for AI ethics education is higher in strong AI groups than weak AI groups. Fifth, among the 12 application areas of AI, both groups ranked high in service (1st) and transportation (3rd) sectors along with translation and medical fields ranked second in each group. Sixth, regarding the subject of AI ethics, both groups gave developers strong responsibilities in the areas of self-driving car, medical services, education, elderly care, and military robots/AI. In addition, the degree of ethical requirements for manufacturers, service providers, and users were found to vary in each areas. The results of this study suggest that an individual's perception of AI has to do with psychological variables, but not directly related to the acceptance of AI technology. Regarding AI ethics, this study revealed that different weights of responsibility are given to differing AI applications and stakeholders.

사이버강의 몰입: 조건, 구성요인 및 그 영향

신나민,김경숙,김기영 한국교육학회 2005 敎育學硏究 Vol.43 No.4

This study is concerned with online learners' 'flow' experiences. On the basis of Csikszentmihalyi's theory of flow, flow was put forward as a complex, multimentional, and reflective construct composing the elements of 'enjoyment', 'telepresence', 'focused attention', 'engagement', and 'time distortion' on the part of learners. A flow model was formulated with regard to virtual-class environment in a traditional university context, comprised with flow antecedents, flow, and flow consequences. After developing a Cyber-class Flow Measure(CFM), we surveyed 525 undergraduate students engaged in virtual-classes in order to examine the empirical relationships between measured flow antecedents, flow, and class satisfaction. The analysis of the data showed that 1) students' perceptions of their level of skill-competence and those of task challenge specific to each course are critical to determining the level of flow, 2) flow is a significant predictor of class satisfaction, and 3) other than the flow, individual differences such as gender and having a clear goal can also make a big difference in the level of flow in a virtual-class context. These findings were discussed along with implications for bringing up a Computer-Mediated Environment(CME) more conducive to flow and learning. 본 논문은 국내 인터넷 기반 가상강의 환경에서의 학습자 몰입을 형성하는 조건과 몰입경험의 구성요인, 그리고 몰입경험의 학습에 대한 영향 간의 관계에 대하여 탐구하였다. 이러한 탐구를 위해 Csikszentmihalyi의 몰입이론(flow theory)을 이론적 기반으로 삼았으며, 컴퓨터로 매개된 환경(Computer-Mediated Environment)에서의 학습활동에 참여하고 있는 사이버강의 수강자 525명으로부터 자료를 얻어 실증적 연구를 수행하였다. 사이버강의 학습자의 몰입은 ‘즐거움’, ‘원격현존감’, ‘주의집중’, ‘관여’, ‘시간왜곡’의 5가지 하위구인으로 정의되었고, 몰입조건은 학습에 필요한 ‘기술능력’과 수행과제의 ‘도전’ 정도에 대한 개인의 인지도의 차이로 정의되었다. 실증적 연구를 위해 사이버강의 몰입측정 도구(Cyber-class Flow Measure)를 개발하였으며, 실제 몰입도 측정 후 몰입도가 높은 학습자 집단과 낮은 학습자 집단의 특성을 비교분석하였다. 자료 분석결과는 또한 사이버강의 몰입도는 강의 만족도 평가에 유의미한 영향을 미침을 보여주었다.

학교공간 개선이 학생, 교사, 학교 및 지역사회에 미치는 다면적 효과에 관한 연구

신나민,박종향,Shin, Na-Min,Park, Jong-Hyang 한국교육시설학회 2011 敎育施設 Vol.18 No.6

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt "good" about school environment, which led them to feel good about their "schools." This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

MDS와 HCA 분석 방법을 이용한 마음 빼기 명상 효과에 관한 개념도 분석

신나민 한국지식정보기술학회 2019 한국지식정보기술학회 논문지 Vol.14 No.5

This study conducted a concept mapping analysis in order to find out the effects of Mind-Subtraction Meditation practiced by 19 middle school students as part of a school-based meditation program. The program was carried out for 17 weeks, twice a week with each session lasting 45 minutes, under the guidance of two trained meditation teachers. For the purpose of the research, the six steps of concept mapping process proposed by Trochim were employed. Two rounds of data collection were carried out. First, the students were solicited to write about the effects of the Mind-Subtraction Meditation, and 61 statements were generated as a result of the first survey. Second, the students were asked to rate the importance of each statements generated by themselves while categorizing each statements. These data were analyzed by SPSS using Multimensional Scaling(MDS) technique. The MDS analysis showed a visual point in which each statement was located in two dimensional graph and Hierarchical Cluster Analysis(HCA) helped to determine the number of cluster of the statements. The HCA resulted in four clusters as the effects of Mind-Subtraction Meditation. The four clusters were labelled as the improvement of self-reflection(inner growth), of interpersonal relationships(friends, family), of attitude towards class(concentration, diligence) and of positive affect(diminishing stress and anger). The implications of the results were discussed along with the potential of the concept mapping as a research methodology useful in capturing subjective perceptions or phenomena in a systematic way.