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장경원(Chang, Kyungwon) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.9
The Harkness discussion is a teaching and learning method based on student-led discussion and discussion-based learning. This study aims to derive the instructional design strategies of the Harkness discussion and to present the class case which were applied. The instructional design strategy for the Harkness discussion is as follows. First, in order to make the Harkness discussion, it is necessary to determine specific learning objectives and learning outcomes to be reached through the discussion, and design corresponding learning materials, tasks, and discussion methods. When implementing Harkness discussions, first, introduce Harkness discussion to students and present their study materials and assignments. Organize teams with 9-12 of people and arrange desks to make team members can see each other. Before the discussion, the instructor guides the discussion method, and roles as a learner and monitors with providing assistance if it is necessary. At the end of the discussion, the instructor provides students with an opportunity to organize the discussion and share it. Based on these strategies, the class for the Harkness discussion was designed and applied, and the students’ opinions on the class were collected and analysed. The students were very satisfied with the in-depth discussions based on what they learned through pre-learning. Conversely, it was required to adjust the amount and difficulty of pre-learning and to provide guidelines for preparation and discussion. In addition to the evaluation opinions of the students, the instructional design strategies of the Harkness discussion were presented. This research expects that the characteristics of Harkness discussion, instructional design strategies, and class story introduced in this study could be a practical guideline to apply the Harkness discussion as a teaching and learning method in universities. 하크니스 토의는 학생 주도 토의, 토의 기반 학습이 이루어질 수 있는 교수학습방법이다. 이 연구는 하크니스 토의를 대학수업의 토의 방법으로 활용하기 위해 하크니스 토의 수업 설계 및 운영 전략을 도출하고 이를 적용한 수업사례를 제시한 사례연구이다. 하크니스 토의 운영을 위한 설계 및 운영 전략은 다음과 같다. 먼저 하크니스 토의를 운영하기 위해서는 토의를 통해 도달해야 할 구체적인 학습목표와 학습 성과를 결정하고, 이에 부합한 학습자료와 과제, 토의 운영 방법을 설계한다. 하크니스 토의를 운영할 때는 사전에 학생들에게 하크니스 토의에 대해 안내하고, 학습자료와 과제를 제시한다. 토의를 운영할 때는 9-12명을 기준으로 팀을 편성하고, 팀원들이 서로를 볼 수 있는 형태로 책상을 배치한다. 토의 시작 전 토의방법, 학습자와 교수자의 역할을 안내하며, 교수자는 토의활동을 모니터링하면서 필요한 경우 도움을 제공한다. 토의가 종료되면 토의결과를 정리하고 이를 공유할 수 있는 기회를 제공한다. 이러한 전략에 따라 하크니스 토의를 위한 수업을 설계하여 운영한 후, 학생들의 평가 의견을 수집, 분석하였다. 학생들은 사전학습 기반 심도있는 토의가 이루어진 것에 매우 만족하였지만, 사전학습 과제의 분량과 난이도 조정, 예습 및 토의활동에 대한 가이드라인 제공을 요구하였다. 이를 반영하여 하크니스 토의 설계 및 운영 전략을 수정·보완하였다. 연구결과는 대학에서 하크니스 토의를 하나의 방법론으로 활용할 수 있는 실제적인 가이드라인을 제공할 수 있을 것이다.
Contribution of Learning Readiness to Group Discussion in University English Flipped Classroom
Kyong-Hyon Pyo 한국외국어교육학회 2019 Foreign languages education Vol.26 No.4
The study is aimed at investigating whether learning readiness contributes to university students’ group discussion in English in a flipped classroom. The research questions are: 1) Is there a change in learning readiness before and after flipped learning?; 2) Is there a change in students’ participation in group discussion before and after flipped learning?; and 3) Does learning readiness contribute to participation in group discussion? A total of 52 students participated in the study. Student survey questionnaires and quizzes were collected for data analysis. Wilcoxon matched pairs signed rank test, a non-parametric test for repeated measures t-test, and multiple regression analysis were utilized to answer the research questions. The statistical analyses produced the following results: 1) there was a significant change in students’ participation in learning readiness and group discussion; and 2) learning readiness and quizzes greatly contributed to group discussion. These findings corroborated the previous research that learning readiness is essential for self-directed learning in a successful flipped classroom. This suggests that teachers devise ways to help students engage in online activities for greater learning readiness.
하브루타 방식의 온라인토론이 예비유아교사의 토론능력과 학습동기에 미치는 영향
최현정(Choi, Hyun-Jung) 한국유아교육·보육복지학회 2022 유아교육·보육복지연구 Vol.26 No.1
본 연구는 하브루타 방식의 온라인토론 방법을 적용하여 예비유아교사의 토론능력과 학습동기에 영향을 미치는지 살펴보고자 하였다. 이를 위하여 연구문제를 첫째, 하브루타 방식의 온라인토론이 예비유아교사의 토론능력에 미치는 영향은 어떠한가? 둘째, 하브루타 방식의 온라인토론이 예비유아교사의 학습동기에 미치는 영향은 어떠한가? 셋째, 하브루타 방식의 온라인토론에 참여한 예비유아교사의 경험은 어떠한가? 로 설정하였다. 연구대상은 경기도 S대학의 교과 과목을 수강하고 있는 3학년 학생을 대상으로 하였다. 토론능력을 측정하기 위해 강태완과 장해순(2003)이 개발한 토론능력 척도를 수정 보완하여 사용하였으며, 학습동기를 측정하기 위해 Pintrich, Smith, Garcia와 Mckeachie(1993)의 학습동기 전략 질문지(MSLQ)를 번안하여 사용한 임양희(2008)의 질문지를 사용하였다. 하브루타 방식의 온라인토론은 대학 LMS 시스템을 활용하여 주 1회씩 총 5회 실시되었으며 활동의 사전과 사후에 토론능력과 학습동기를 검사하였다. 연구 결과, 하브루타 방식의 온라인토론 활동에 참여한 학생들의 토론능력과 학습동기의 사전 사후의 변화가 통계적으로 유의미한 차이를 나타내었다. 즉, 하브루타 방식의 온라인토론 활동은 대학생들의 토론능력과 학습동기에 긍정적인 영향을 미침을 알 수 있었다. 또한, 하브루타 방식의 온라인토론을 마치고 토론을 하면서 어려웠던 점이나 좋았던 점, 느낀점 등에 대해 설문으로 묻고 관련 내용을 분석하였다. 긍정적인 측면으로는 주도적인 학습경험, 논리적 사고능력 도움, 정보활용 용이, 의사소통 증진 등이 있었다. 부정적인 측면으로는 소통 및 시간 조율의 어려움, 토론 경험 및 주제이해 부족, 질문 방식의 어려움 등으로 나타났다. 본 연구 결과는 예비유아교사를 대상으로 하브루타 방식의 온라인토론을 적용하고 긍정적인 효과를 제시함으로써 예비유아교사들을 위한 새로운 온라인토론의 방향을 제시하였다는데 의의가 있다. This research investigated whether the Havruta method of online discussion affects the discussion ability and learning motivation of prospective early childhood teachers. To investigate this research, three research questions were set up. The First, what is the effect of the Havruta-style online discussion on the discussion ability of prospective early childhood teachers? The Second, what is the effect of the Havruta online discussion on the learning motivation of prospective early childhood teachers? Third, what is the experience of pre-primary early childhood teachers who participated in the Havruta-style online discussion? The subjects of this study were third-year students taking early childhood education courses at The S University in Gyeonggi-do. In order to measure the discussion ability, the discussion ability scale developed by Kang Tae-wan and Jang Hae-soon (2003) was modified and supplemented and used. The researcher used Im Yang-hee s (2008) Questionnaire to measure learning motivation. This questionnaire was modified by applying Pintrich, Smith, Garcia, and Mackachie (1993) s Learning Motivation Strategy Questionnaire (MSLQ). The Havruta-style online discussion was conducted a total of five times, and discussion ability and learning motivation were examined before and after the activity. As a result of the research, there was a statistically significant difference in the discussion ability of students who participated in the Havruta-style online discussion activity and the changes before and after the activity of learning motivation. Therefore, it was found that the Havruta-style online discussion activities had a positive effect on the discussion ability and learning motivation of prospective early childhood teachers. In other words, it was found that the online discussion activity of Havruta had a positive effect on the discussion ability and learning motivation of college students. After the online discussion of the Havruta method, we asked about difficulties, good points, and feelings, and analyzed the contents. Positive aspects included a proactive learning experience, help with logical thinking ability, ease of use of information, and improvement of communication. In addition, difficulties in communication and time coordination, lack of discussion experience and topic understanding, and difficulty in questioning were found. The results of this study are meaningful in that the direction of a new online discussion was presented by applying the Havruta-style online discussion to prospective early childhood teachers and presenting positive effects.
이효영(Lee, Hyo Young) 한국교양교육학회 2020 교양교육연구 Vol.14 No.6
이 연구에서는 비판적 사고와 토의법을 활용한 교양수업 교수법에 관해 다루고자 하였다. 연구수행을 위하여 G대학 교양 선택 과목인 <세계시민교육>에 수강 중인 재학생을 대상으로 비판적 사고에기반 한 토의 수업을 진행하였다. 그리고 학습 참여도와 비판적 사고의 활용정도, 토의식 수업의 학습만족도, 비판적 사고 기반 토의식 수업의 긍정적 및 부정적 측면을 확인하였다. 연구 결과는 다음과같다. 첫째, 학생들의 학습 참여도를 분석한 결과 조별 토의식 수업에서 과제를 해결하기 위해 학습동료들과 과제를 수행하며 적극적으로 수업에 참여한 것으로 나타났다. 둘째, 비판적 사고 기능의 활용정도를확인한 결과 학생들은 비판적 사고를 인지하였으며, 이를 토의활동에 적용하였다. 셋째, 학생들의 토의식수업에 대한 학습만족도를 분석한 결과, 비판적 사고의 도움정도, 협동능력과 학습동기 향상 등 토의수업에 만족하는 것으로 나타났다. 넷째, 비판적 사고 기반 토의 수업 긍정적 측면은 적극적인 학습태도형성, 토의능력의 향상, 교과 내용 이해도 향상, 학습에 대한 관심과 흥미 유발, 조별 협동학습의 긍정적효과인 것으로 나타났다. 부정적 측면은 조별 활동으로 인한 학습 분위기의 저해, 수업 과정에서의토의진행 어려움, 토의 주제의 이해 어려움, 발표의 부담감인 것으로 나타났다. 연구 결과를 바탕으로비판적 사고 기반 토의식 수업에 관한 연구의 시사점과 제한점을 논의하였다. This study examines teaching that is based on critical thinking, which uses the discussion method as a teaching method in university liberal arts classes. In order to conduct the research, a discussion class based on critical thinking was set up for students enrolled in <Global Citizenship Education>, a liberal arts elective at G University. In addition, we identified the following aspects for our research: learning participation, degree of use of critical thinking, learning satisfaction in discussion class, and positive and negative aspects of discussion class based on critical thinking. The analysis results of the learning effects of the critical thinking-based discussion class are as follows: First, as a result of analyzing the students participation in learning, we found that they actively participated in the class by performing assignments with their classmates to solve the assignments in the group discussion class. Second, as a result of investigating their own thoughts on the use of critical thinking, students recognized critical thinking and used that information for discussion, and viewed the problem from various perspectives, and actively participated in the discussion class. Third, as a result of analyzing the students learning satisfaction for the discussion class, both their cooperative ability and learning motivation improved. Moreover, their learning satisfaction level was high. Fourth, we learned that the critical thinking-based discussion class enjoyed positive learning effects involving cognitive and affective elements. Fifth, we found the negative effects of the critical thinking-based discussion class were as follows: noise, distraction, difficulty in understanding the topic of discussion, and a feeling of being burdened regarding the presentation aspect of the class due to the form of the group class and conversation class. Based on the results of this study, we further discussed its limitations, as well as the implications of the critical thinking-based discussion class.
육군 학교교육의 플립러닝 기반 상황위주 토의식 수업을 위한 교수 전략 개발 연구
박진우 ( Jinwoo Park ),임철일 ( Cheolil Lim ) 한국교육공학회 2016 교육공학연구 Vol.32 No.4
The purpose of this study is to develop instructional strategies for situation-centered discussion with flipped learning in the context of ROK Army School and optimize instructional strategies by reflecting instructor and learners` responses. This study adopted formative research methodology and conducted development and application of instructional strategies and specific guidelines. Instructional strategies were developed through literature review, field analysis and experts` review and optimized through initial and repetitive main implementations. As a result, seven strategies and twenty specific guidelines were developed. Instructional strategies for prior learning of flipped learning were as follows: 1) providing guidance for the prior learning and discussion activities using syllabus 2) providing key lecture in the prior learning 3) applying various strategies facilitating the prior learning. Instructional strategies in discussion activities were as follows: 4) aligning between prior learning contents and discussion activities 5) applying various strategies facilitating discussion activities 6) providing effective discussion review and feedback 7) providing opportunity to synthesize and organize the learning of the prior learning and discussion activities. The result of the analysis of instructor and learners` responses showed that providing a key lecture in prior learning and discussion activities have positive impact in terms of learners` learning. On the other hand, it was also found that applying general strategies to a lesson was difficult considering the context of Army school education. Instructor must appropriately apply instructional strategies related to flipped learning and discussion-based instruction while taking into account of learners` level and needs. The implications of this study were discussed to consider the context of ROK Army School and this provided optimized instructional strategies and guidelines. Recommendations for future study were suggested.
SSI 토론학습에서 초등학생의 학습 실재감에 따른 역할 유형화 연구
백희정,김주원 한국초등교육학회 2024 초등교육연구 Vol.37 No.4
이 연구의 목적은 과학관련 사회쟁점(SSI) 토론학습에서 드러나는 초등학생의 학습 실재감에 따른 역할 유형을 도출하는 데 있다. 학습자가 토론학습에 지속적으로 참여하고 상호작용하여 유의미한 학습이 이루어지려면 무언가를 배우고 있다는 느낌(인지적 실재감)과 논쟁하는 가운데 타인과 협력적인 관계를 형성하고 있다는 느낌(사회적 실재감), 과정에 대한 긍정적인 느낌(감성적 실재감)을 인식할 필요가 있다. 학습 실재감에 따른 역할 유형을 도출하기 위해 특정 대상이나 현상에 관해 지닌 태도, 가치, 신념 등에 대한 개인의 자아참조적 주관성을 분석하는 Q방법론을 활용하였다. 설문조사를 통해 77개의 Q모집단을 추출하고 전문가 검토를 거쳐 최종 36개의 Q표본을 선정하였다. P표본(S시 초등학교 6학년 20명)은 SSI 토론 수행 후, 동의하는 순서대로 Q표본을 분류했다. 분류 결과는 PQMethod 프로그램을 사용하여 주요인분석과 Varimax 회전방법으로 분석하였다. 연구 결과로 SSI 토론학습에서 초등학생의 학습 실재감에 따른 역할 유형 4가지가 도출되었다. 첫째, ‘무심한 관중형’은 토론학습에 적극적으로 관여하지 않으며 토론학습의 유용성을 회의적으로 인식하는 유형이다. 둘째, ‘독단적 웅변가형’은 자기주장을 강하게 내세우며 팀의 승리를 통해 성취 욕구를 충족하는 유형이다. 셋째, ‘협력적 지도자형’은 다른 참여자를 독려하며 함께 의견을 만들어가는 유형이다. 넷째, ‘망설이는 패널형’은 참여 의지가 있으나 토론 능력 효능감이 부족하여 주저하는 유형이다. 본 연구는 SSI 토론학습에서 학습자들의 학습 실재감과 그에 따른 역할 유형을 파악함으로써 토론 활동에의 참여 지속성과 협력적 주도성을 높이기 위한 교육 방안을 마련하는 데에 시사점을 제공할 수 있다. The purpose of this study is to derive the type of role according to the sense of learning presence of elementary school students revealed in the discussion learning of Socio-Scientific Issues(SSI). In order for learners to continuously participate and interact in discussion learning to achieve meaningful learning, it is necessary to recognize the feeling that they are learning something (cognitive presence), the feeling that they are forming a cooperative relationship with others (social presence), and the positive feeling (emotional presence) of the process. In order to derive the type of role according to the sense of learning presence, the Q methodology was used to analyze an individual's self-referential subjectivity toward attitudes, values, and beliefs toward a specific object or phenomenon. 77 Q populations were extracted through the survey, and the final 36 Q samples were selected after expert review. The P sample classified the Q samples in the order of consent after conducting the SSI discussion. As a result of the study, four types of role according to the sense of learning presence of elementary school students were derived in SSI discussion learning. First, the ‘mindless spectator' is a type that does not actively participate in discussion learning and skeptical of the usefulness of discussion learning. Second, the ‘dogmatic orator' is a type that strongly asserts oneself and satisfies the need for achievement through a team's victory. Third, the ‘cooperative leader ' is a type that encourages other participants and creates opinions together. Fourth, the ‘shameful panel' is a type that is willing to participate but hesitates due to a lack of efficacy in discussion ability. This study can provide implications for preparing educational measures to increase participation in discussion activities and cooperative initiative by identifying learners' sense of learning presence and the type of role in SSI discussion learning.
박성우(Park Sung-Woo),김홍범(Kim Hong-Beom),조경희(Cho Kyung-Hee) 국어교육학회 2010 국어교육연구 Vol.46 No.-
Advancement of information and communication technology changes recent paradigm of online education from desktop PC-based e-learning to u-learning. Being the state-of-the-art education environments where the interaction between educators and learners overcomes the limitations of time and space, u-learning can be the very effective way for Korean education. Especially, in addition to the offline learning, u-learning characterized by mobility, immanence, and instantaneousness provides optimal environments that maximize the learning effects of discussion learning. This paper proposes a model of discussion learning on the basis of u-learning for grammar education. A process of discussion learning is divided into three steps: introduction (design-preparation), development(performance), and evaluation (conclusion-presentationevaluation). A unit titled 'language and thought' in grammar textbook of high school is taken as an example. Given a of theme "There is no thought without language (Language affects thought)", the effectivity of discussion model is verified through suggesting the activities of educators and learners step by step.
e-Learning 기반 온라인 토론학습의 학습실재감 차이 분석
박기훈,김영민 국제e-비즈니스학회 2019 e-비즈니스 연구 Vol.20 No.5
This study was conducted to analyze empirically the difference of learning presence in online discussion based on e-learning, and to suggest its strategic implications for the improvement of learning performance in online discussion learning. Research problems were established on the basis of pervious studies on discussion learning and learning presence such as social prence, teaching presence, cognitive presence and emotional presence, and a questionnaire was developed. A survey was conducted with the students taking the course “Volunteer Work” at S Cyber University. T-test was conducted to confirm the pre and post difference in learning presence between an experimental group and a control group according to the type of online discussion. The results showed that learning presence increased significantly through the professor’s active social message in the case of online discussion. And cognitive presence and emotional presence were significantly different between an experimental group and a control group, but there was no significant difference in social presence and teaching presence. 본 연구에서는 e-learning 방식으로 수업이 진행되는 사이버대학에서 온라인 토론학습의 학습실재감 차이를분석하고, 온라인 토론학습의 성과 향상을 위한 전략적 시사점을 제시하고자 하였다. 이를 위해 온라인 토론과관련된 선행연구를 분석하여 사회적 실재감, 교수 실재감, 인지적 실재감, 감성적 실재감의 차이를 측정할수 있는 요인을 도출하고, 온라인 토론학습의 운영을 통하여 학습실재감의 차이를 분석하고자 하였다. e-learning 기반 온라인 토론학습의 학습실재감 차이를 분석하기 위하여 S 사이버대학교의 ‘자원봉사론’ 교과목 수강생을 대상으로 온라인 토론학습에서 교수자의 사회적 메시지를 통한 개별적인 피드백 여부에따라 실험집단과 통제집단으로 구분하였으며, 학습실재감에 대하여 각각 사전 및 사후조사를 실시하여 그차이를 분석하였다. 분석 결과, 교수자의 적극적 사회적 메시지를 통해 온라인 토론학습을 진행한 경우, 학습실재감은 전체적으로 유의하게 증가하였다. 구체적으로 인지적 실재감과 감성적 실재감은 사전-사후에 유의한 차이를 보였으나사회적 실재감과 교수 실재감은 유의한 차이를 보이지 않았다.
강연임 ( Gang Yeon-im ) 충남대학교 인문과학연구소 2021 인문학연구 Vol.60 No.1
이 논문은 토의수업의 준비와 수업활동, 그리고 수업 후의 결과 등을 살핀 것이다. 토의수업은 여타의 수업과는 달리 학습자들이 능동적으로 참여해야 가능하다. 그러한 점을 전제하면서 진행한 수업을 바탕으로 토의수업의 실태와 효과를 살폈다. 내용을 요약하면 다음과 같다. 토의활동을 위한 준비 단계를 검토하였다. 말하기와 관련된 기초적인 이론 학습, 부담 없이 말할 수 있는 분위기 조성, 그리고 주제 관련 정보 획득의 필요성을 검토하였다. 이것은 본격적인 토의가 진행될 수 있도록 사전에 대비하는 것이면서 효과적인 토의를 위한 전략이기도 하다. 토의수업의 구성과 수업 활동을 살폈다. 토의수업을 도입, 전개, 발전, 마무리로 구성하고 각 단계별로 어떻게 수업이 진행되었는지 제시하였다. 발단에서는 본격적인 토의활동이 진행되기 전에 학습자를 파악하고, 말하기에 대한 인식 변환, 말하기와 관련된 기초지식을 익히고, 전개에서는 토의 주제 정보를 공유하면서 조별 말하기나 미니토크를 진행하여 토의 분위기를 고취한다. 발전에서는 토의를 집중적으로 진행하여 결과를 도출하고, 도출된 결과를 정리하여 발표하고 동료의 질의응답은 물론 평가를 받는다. 마무리에서는 토의 활동을 최종적으로 정리하면서 토의수업의 의의에 대해서 총평한다. 토의수업의 효과를 검토하고 토의수업을 위해 필요한 사항을 제언하였다. 토의수업은 소수의 의견도 중시하면서 최선의 방안을 모색하는 말하기이다. 그러한 특성 때문에 토의수업을 진행하면 학습에 대한 동기부여는 물론 성취감이 고취될 수 있고, 좋은 방안을 모색하는 과정에서 자기 주도적인 학습 태도를 기를 수 있다. 여러 사람과 의견을 조율하는 과정을 통해서는 의사소통 능력을 키울 수 있고, 토의를 통해 집단지성의 중요성을 인식하는 가운데 융합적 사고력과 종합적인 판단력을 기를 수도 있다. 다만 수강생 수의 조정, 다수를 위한 공간 확보, 평가방법의 변화, 교수자의 준비 등은 효과적인 토의수업을 위해 선결되어야 할 조건이라 하겠다. This study examines the preparation and discussion activities, and the results after the discussion activities in the discussion class. Unlike other classes, discussion classes are possible only when learners actively participate. On the premise of such a point, the actual conditions and effects of the discussion class were examined based on the class conducted. The summary is as follows. First, the preparation and strategy for the discussion class were reviewed. Discussion classes may be possible only when learners actively participate. Moreover, you have to express your opinion in words in front of many people. This may require preparatory activities. Students should learn basic theories related to speaking and conduct preliminary activities to create an atmosphere where they can speak without burden. And by acquiring subject information, you should prepare for a full-scale discussion. It can be said that it is a strategy as well as preparation for the discussion class to check all these matters. Second, the composition of the discussion class and class activities were examined. This is actually a class that was conducted and looked into as a model. The discussion class was largely organized into four stages, and the learning contents progressed in each stage were specified. In other words, it consists of introduction, development, development, and conclusion, and how the class was conducted in each step was presented. In the introduction, learners are identified before the full-scale discussion activities are conducted, the perception of speech is transformed, and basic knowledge related to speech is learned. In the development, discussion topics are shared and group talks or mini-talks are conducted to inspire the atmosphere of the discussion. In development, results are derived while intensive discussions on the subject, and questions and answers are conducted for each group. The contents of the discussion are then summarized and presented, and questions and responses from all colleagues are received as well as evaluation. At the conclusion, the discussion activities are finalized and the evaluation of the discussion activities as well as the significance of the discussion classes are reviewed. Third, the effect of speaking learning through discussion class was reviewed. Discussion classes are part of group speaking. Because of such characteristics, discussion classes can have various effects. Because all learners must participate, motivation for learning and a sense of accomplishment for learning can be encouraged. On the other hand, not only can you develop a self-directed learning attitude in the process of expressing opinions and finding good solutions, but you can also coordinate opinions with multiple people and develop communication skills. Moreover, since learners from various departments gat her and share opinions, the importance of collective intelligence can be recognized, and based on this, convergent thinking skills and comprehensive judgment can be improved. Fourth, there is no problem that must be decided in advance for the discussion class to proceed as intended. In order to increase the educational effect of the discussion class, the number of enrolled students should be reduced, and space for group discussions should be secured. In addition, because of the nature of the discussion class, qualitative evaluation rather than quantitative evaluation takes up a large proportion, so it may be better to choose the absolute evaluation method. In addition, rather than transferring knowledge and information, teachers need to be familiar with the purpose, method, and content of the discussion class so that learners can learn while thinking on their own.
온라인 토론학습의 영향요인에 대한 학습자의 중요도 및 실행도 인식 분석
한안나 ( Ahn Na Han ) 한국교육정보미디어학회 2008 교육정보미디어연구 Vol.14 No.2
Online discussion in Web-based instruction paly an important role in quality control for the students` successful participation and interaction. The objectives of this study is to analyze the student`s perception on online discussion learning and to identify most significant difficulties faced to student when engaged in online discussion learning. This study derives three categories(learner-related factor, design-related factor, human-related factor), twelve elements(attitude toward CMC, attitude toward writing, awareness of discussion methods, extrinsic/intrinsic motivation, relevance of the discussion topic, interaction with instructor, psychological/physical environment, instructional strategics, discussion method support , distance-learner factor, peer-learner factor, instructor factor) which affect effectiveness of online discussion learning through the review of literature, and examines students` perception of the importance ordering of the twelve elements and performance level in each elements of online discussion learning in a survey of 81 students at cyber university in Korea. Based on the result, the priorities among various elements of online discussion are set forth and their implementing strategies for successful online discussion learning are suggested. According to the study, all of twelve elements show statistically significant difference between their perceptions of importance and performance level in online discussion learning. After performing importance-performance matrix, I find that the attitude toward CMC and writing are in need of systematic improvement and support.