교회학교에서 이루어지는 소셜미디어 활용에 대한 교사의 사용의도 탐색 연구

정한호(Han-ho Jeong) 한국기독교교육정보학회 2016 기독교교육정보 Vol.0 No.48

본 연구는 교회학교에서 이루어지는 소셜미디어에 대한 교사들의 사용의도에 영향을 미치는 변인들의 영향력을 파악하기 위해 수행되었다. 이를 위해 본 연구에서는 교회학교에서 수행되는 소셜미디어에 대한 교사들의 사용의도와 관련된 영향변인을 도출하고 각 변인 간의 관계성에 대한 종합적인 모형을 구안하였다. 또한 본 연구에서는 소셜미디어의 교육적 활용과 관련된 기존의 선행연구들로부터, 지각된 용이성, 만족감, 지각된 유용성, 태도 등을 교회학교에서 이루어지는 소셜미디어 사용의도에 영향을 미치는 변인으로 설정하고 이들 간의 관계를 탐색하였다. 이를 위해 본 연구에서는 구조화된 설문지를 측정 도구로 사용하였으며 교회학교에서 소셜미디어를 활용하는 교사 296명으로부터 자료를 수집하였다. 연구 결과, 만족감이 교회학교에서 이루어지는 소셜미디어 사용의도에 직접적으로 가장 큰 영향을 주고 있었다. 또한 소셜미디어에 대한 교회학교 교사의 지각된 유용성이 교회학교에서 이루어지는 소셜미디어의 사용의도에 직 · 간접적으로 영향을 미치는 것으로 나타났다. 이 같은 연구결과를 토대로 교회학교에서의 소셜미디어 활용에 대한 이론적, 실천적 시사점을 제시하였다. The purpose of this study is to identify the impact of variables on teachers’ intention to use social media in church schools. To examine the impact, this study investigated impact variables related to teachers’ intention to continue using social media to discover a comprehensive model for relationship among the valuables. In this study, perceived easy of use, satisfaction, perceived usefulness, and attitude were adopted as variables, and the intention to using social media for teaching was adopted as a dependent variable. Data from 296 teachers were collected using structured questionnaires. Analytical results indicate that satisfaction directly exert significant influence on teachers’ intention to using social media for teaching in church school. In addition, perceived usefulness positively exert significant influence on teachers’ intention to using social media for teaching in church school. This study produced additional practical implications.

일반대학 교양과목에서 수행되는 이러닝에 대한 대학생의 수강의도에 영향을 미치는 요인

정한호 ( Han Ho Jeong ) 한국교육정보미디어학회 2014 교육정보미디어연구 Vol.20 No.1

The purpose of this study is to verify college students`` behavior intention to use online courses in Liberal Arts, based on the variables from Social Cognitive Theory(SCT), the Unified Theory of Acceptance and Use of Technology(UTAUT), and Theory of Planed Behavior(TPB). In this study, online courses self-Efficacy, effort expectancy, performance expectancy, social norm, and perceived behavioral control were considered as the exogenous variables, learner`s gender, grade, age, the total number of previous online courses that learner have already taken, the total number of connections(per semester), the total number of connections(per semester), and a total of access time(per semester) were considered as the moderating variables, and behavior intention to use online courses was considered as the dependent variable. To pursue the purpose of this study, data were collected by letting students who took the e-learning college liberal arts in A University, a total of 196 questionnaires were analyzed using the structural equation modeling method. The result of this study indicated three major findings. ① direct effect between performance expectancy, social norm and behavior intention, ② no direct effect between online courses self-Efficacy, effort expectancy, perceived behavioral control and behavior intention. ③ moderating effect of background variables. Based on the results of the study, theoretical and practical implications for e-learning in liberal arts are being discussed

모바일 메신저 앱의 교육적 활용에 대한 학습자의 동기, 참여, 지각된 가치, 만족도, 충성도 간의 구조적 관계 탐색 -대학 강의를 중심으로

정한호 ( Han Ho Jeong ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.1

The purpose of this study was to investigate the impacts of motivation, engagement, perceived value, and satisfaction on students’ loyalty to use mobile messenger apps for their learning use. To examine the impacts, this study investigated the variables related to students’ loyalty to to use mobile messenger apps. And, we proposed an optimum model for the relationship among the variables, such as motivation, engagement, perceived value, satisfaction and loyalty. In this study, utilitarian motivation, social motivation, and hedonic motivation were adopted as exogenous variables. Perceived value and satisfaction were adopted as exogenous variables. Also, functional engagement, emotional engagement, and communal engagement were adopted as moderating variables, and students’ loyalty to their online courses was adopted as a dependent variable. In this study, data were collected from students taking mobile messenger apps based off-line courses. 398 students(male 187, female 211) participated and the questionnaires were analyzed using the structural equation modeling method. Amos 20.0 was used for data analysis. From the result of the current study, we proposed a ultimate model to predict the students’ loyalty to continue using mobile messenger apps for learning within off-line courses. The findings showed that satisfaction, utilitarian motivation, and functional engagement were found to positively affect the students’ loyalty and yet, no significant influence was discovered from the social motivation, hedonic motivation, emotional engagement, or communal engagement. Especially, directly or indirectly, there was high relationship between utilitarian motivation and students’ loyalty. This study produced additional practical implications regarding the use of mobile messenger apps for educational purpose in university courses.

초등학교 교실수업과 e-러닝의 부조화 -생태학적 관점에서의 수업관찰을 통하여

정한호 ( Han Ho Jeong ) 한국교육정보미디어학회 2007 교육정보미디어연구 Vol.13 No.2

With the use of computer and internet in learning drew popular attention, e-learning was introduced into school. We expected that new instruction-learning method with great potentialities of student-centered would be realized through e-learning in the school. But, contrary to our expectations, e-learning is deviated from the origin in the classroom. As ever the main current in class is a teacher-centered lecture and teacher uses e-learning as a tool for lecture-centered instruction. Therefore, this study tried to investigated the cause of a problem in e-learning`s use and solution from the ecological perspective based on the reality of classroom instruction and teacher`s interview in an elementary school. From the ecological perspective, the classroom instruction was an organism that was affected complexly by the multiplicity of classroom environment. With the viewpoint of ecology some causes of problem in e-learning`s use are as follow. First, the number of students per a classroom was not apt for e-learning. Second, the curriculum of the number of subject, school hours degree, and textbook was not changed as compared with before. Third, national-centered e-learning policy without consideration for classroom instruction situation was being carried out only by output. Forth, there were so many school-administrative tasks and school events a teacher should be in charge of except classroom instruction. In this manner, the classroom instruction environment was a better place for traditional teaching method than e-learning, because that was still same as before except a computer and a projection TV. After all, e-learning is transformed itself into teacher-centered instruction program for surviving in current classroom instruction environment. Based on the result of this study, some suggestions for solution in e-learning`s problems are as follow. First, it was suggested that the choices of teacher training and teaching materials should be developed and popularized for e-learning to be applied in classroom instruction. Second, the number of computers per a classroom should be increased. Third, the number of students per a classroom should be decreased for student-centered learning activity with all possible and textbooks, the number of subject and instruction and the time per a class in uniform curriculum should be modified. Besides, learning subjects and contents in curriculum have to be cut down sharply. Forth, evaluation should be improved. Fifth, additional teacher``s works except classroom instruction have to be reduced.

대학 비대면 수업에서 지각된 관계성, 온라인자기조절학습, 인지된 학업성취, 만족도 간의 관계 분석

정한호(Jeong Han Ho) 숭실대학교 영재교육연구소 2022 Global Creative Leader Vol.12 No.1

The purpose of this study is to explore the relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction in non-face-to-face classes. This study established task strategy, self-evaluation, learning environment structuring, and time management as sub-variables of online self-regulated learning. Also, the structural relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction was identified. To explore the relationship between the above variables, in this study, a research model was established based on a previous study that structurally explores the relationship between sub-variables of online self-regulated learning and other variables in a non-face-to-face class environment. This study conducted a convenient sampling among college students who participated in non-face-to-face classes due to the Coronavirus pandemic, a total of 216 students were selected for the study. Through this study, first, it was identified that students’ perceived learning gains have the greatest effect on satisfaction. Second, it was identified that perceived relatedness exerts a direct influence on perceived learning gains and sub-variables of online self-regulated learning such as task strategy, self-evaluation, and learning environment structuring. Third, the impact of task strategy, a sub-variable of online self-regulated learning, on satisfaction, directly or indirectly, could be identified. In addition, it was possible to determine the direct influence of self-evaluation, another sub-variable of online self-regulated learning, on satisfaction. Based on this study, implications were presented for stakeholders related to non-face-to-face classes, such as professors, university officials, and system developers.

대학교육현장에서 수행되는 팀 학습에서의 과업상호의존성, 과업갈등, 관계갈등, 팀 협력, 팀 성과의 구조적 관계 분석

정한호 ( Jeong Han-ho ) 안암교육학회 2017 한국교육학연구 Vol.23 No.1

The purpose of this study was to investigate the factors affecting the performance of team learning in the university education field. Using structural model, we investigated the impact of task interdependence, task and relationship conflict in a team, and team cooperation on team performance of students in a university. To examine the impact, this study investigated impact variables related to team performance to discover an optimum model for the relationship among the variables. In this study, task interdependence and team cooperation were adopted as positive variables. Task conflict and relationship conflict were adopted as negative variables, and team performance was adopted as a dependent variable. Data was collected from students taking courses that utilize team based learning in university. 353 students participated and the questionnaires were analyzed using the structural equation modeling method. The empirical results showed that team cooperation has the greatest impact on team performance. Through the results, we found that task interdependence significantly and positively influenced team cooperation and significantly and negatively influenced relationship conflict. On the other hand, we found that task conflict significantly and positively influenced team cooperation and team performance. This study provides suggestions both for practice and theory regarding the effective performance of team based learning in universities.

교육실습과정에서 발생하는 교육실습생과 학생들 간의 관계 탐색

정한호 ( Han Ho Jeong ) 안암교육학회 2014 한국교육학연구 Vol.20 No.1

This research aimed to analyze the actual situation of the relationships and development process between student teacher and students, and help activate the pre-service internship in right direction. This research focused on presenting accurately the relationships between student teacher and students in pre-service internship course and investigating the meaning of the phenomena, on the basis of practice journals of forty-two student teachers and in-deep interviews with five student teachers. Our study results showed that student teachers were suffering from organizational culture that are different from their universities and relationship with teacher. In particular, our study results showed that student teachers performed the internship with positive expectations for students, but they were perplexed by wariness and apathy or were suffering from naughty and rude. However, student teachers continued to try to make good relationship with student in spite of their wariness and rude, understood a much more appreciation of distress, anxiety, or wandering that they had in schools. In addition, some student teachers recognized problems with student behavior as a matter of “impossibility of the situation” from their environment rather than as their own problems, and then they showed their dedication to the students. As a result of student teachers` efforts, students opened their heart at last, and they showed student teachers their transformation such as “bowing, talking, giving snack, playing around, and joking”. In particular, when student called and followed student teacher as a real teacher, student teacher displayed a sense of accomplishment “became. a teacher”. However, in this study, there was a limit to the “becoming teacher” based on the relationship between students. In addition, student teachers were overjoyed at “status of teacher” granted through a relationship with the students, but this worked as an unexpected limitation to perform their duties properly.

COVID-19로 인한 온라인 대체 강의가 대학생의 온라인 수업에 대한 지속적인 참여의도에 영향을 미치는 변인 탐색 : 교수서비스, 비교수서비스, 지각된 교육품질, 만족도, 지속적인 참여의도 간의 구조적 관계 분석

정한호(Jeong, Han Ho) 숭실대학교 영재교육연구소 2020 Global Creative Leader Vol.10 No.4

본 연구에서는 2020학년도 1학기에 수행된 대학에서의 온라인 대체 강의 관련 대학생들의 온라인 수업에 대한 지속적인 참여의도를 설명하는 모형을 구안하고 변인들 간의 구조적인 관계와 지속적인 참여의도에 미치는 영향력을 탐색하였다. 본 연구에서는 수도권 소재 A대학에서 개설된 온라인 강좌를 통해, 2020학년도 1학기 수업을 이수한 대학생들을 대상으로 실시하였다. A대학에서는 COVID-19로 인한 교육부 지침에 따라, 2020학년도 1학기에 개설된 모든 대면 수업을 100% 비대면으로 전환하여 개설하였다. 본 연구를 통해, 첫째, 지각된 교육품질이 온라인 수업에 대한 대학생들의 지속적인 참여의도에 직접적으로, 간접적으로 가장 많은 영향을 미친다는 점을 파악할 수 있었다. 둘째, 만족도가 온라인 수업에 대한 대학생들의 지속적인 참여의도에 두 번째로 높은 영향을 준다는 점을 파악할 수 있었다. 셋째, 강의서비스는 지각된 교육품질과 만족도를 매개로 온라인 수업에 대한 대학생들의 지속적인 참여의도에 영향을 미친다는 점을 파악할 수 있었다. 넷째, 학습도구 편의성, 행정서비스와 같은 비교수적인 측면이 지각된 교육품질과 만족도를 매개로 온라인 수업에 대한 대학생들의 지속적인 참여의도에 영향을 미친다는 점을 파악할 수 있었다. In this study, we devised a model to explain the continuous participation intention of college students in online classes related to online alternative lectures at universities conducted in the first semester of 2020. We also explored the structural relationship between the variables and their influence on the intention to continue participation. The current study was conducted for college students who completed the 1st semester class in 2020 through an online course established at a university in the metropolitan area. In accordance with the guidelines of the Ministry of Education due to COVID-19, University A converted all face-to-face classes to 100% non-face-to-face classes in the 1st semester of 2020. Through this study, we were first able to find out that the perceived education service quality has the greatest direct or indirect impact on the students’ continuing intention to participate in online classes. Second, we found that satisfaction has the second greatest influence on university students continuous intention to participate in online classes. Third, we were able to find out that the lecture service influences the continuing intention of students to participate in online classes through the perceived education service quality and satisfaction. Fourth, we were able to find out that non-instructional aspects such as user interface and administrative services influence the continuing intention of students to participate in online classes through perceived education service quality and satisfaction.

중등 예비교사의 수업분석 관점 탐색: 수업비평문을 바탕으로

정한호 ( Han Ho Jeong ) 부산대학교 과학교육연구소 2013 교사교육연구 Vol.52 No.2

The purposes of this study are to explore the perspective of a class analysis of the pre-service teachers in the class critiques and to consider the effectiveness of such class critique writing as educational methods for secondary school teacher training courses. In this study, 35 pre-service teachers` critiques were collected and analyzed in an exploratory manner. The pre-service teachers` lesson analyses on the critiques were investigated in four aspects, such as instructional design, teaching, instructor side, and learner side. Through this study, we identified that the pre-service teacher tended to criticize the teaching of the lesson from the perspective of the learner than the teacher perspective. Second, we found that the pre-service teacher had a tendency to criticize the lessons based on actual class scenes rather than lesson plans. Third, we explored that the pre-service teacher criticized the actual teaching and learning activities based on specially described contents in the lesson plan. Fourth, we identified that the pre-service tended to criticize the teaching and learning activities based on the pedagogical theory acquired through their college lectures than their own points of view. In this study, based on the results of the present study, we discussed concrete measures of class critiques that can be utilized effectively in teacher training institutions.

사회매체(Social Media)의 교육적 활용에 대한 초등학교 교사들의 인식 연구

정한호 ( Han Ho Jeong ) 안암교육학회 2015 한국교육학연구 Vol.21 No.2

The purpose of this study was to analyze the current status of social media in school in order to assist the usage of social media to proceed in a correct direction. This study was an attempt to analyze the current status of the social media in school from an ecological perspective based on survival, harmony, and change. An in-depth interviews was the key data collected in this research. The in-depth interviews were executed by 9 teachers(female 6, male 3) in elementary schools in the Seoul metropolitan areas. Through this study, it was found that social media has had to survive in harsh environments. Although some teachers were aware of social media as a convenient messenger to send and receive brief messages with people around, were unaware of social media as an educational medium to use in the field of school education. Despite the poor school environment for the survival and adaptation of social media, it was confirmed that the educational usage of social media bring a partial change in the classroom instruction, students`` learning activities, and teachers`` teaching activities. In particular, the use of social media started blurring the lines between teaching activities and learning activities and provided an opportunity to change the student``s educational activities as a producer, not the consumer. It is shown that social media, one of the ‘fields of participation`` rather than the content, has a role as a platform in the field of education. These phenomenon were found out in all of the data. This study produced additional practical implications.