창의적 문제해결을 위한 블렌디드 수업모형 개발 = Development of Blended Instructional Model for Creative Problem Solving

다국어 초록 (Multilingual Abstract)

The purpose of the study is to develop blended instructional model for Creative Problem Solving (CPS). Our assumption is that the CPS could be enhanced by taking advantages of both online and F2F learning environment. The CPS consists of two kinds of thinking style that is, a divergent and convergent thinking. Usually online is an effective learning environment for a divergent thinking because it makes delayed communications possible. In contrast, offline is an effective learning environment for a convergent thinking because it provides coherent communications. The major research tasks were (1) to extract the blending principles by analyzing the developed CPS model and reviewing the literature about the blended learning, (2) to create and validate the blended instruction model for the CPS according to the blending principles, (3) to develop online CPS support system for the blended instructional model of the CPS, and (4) to conduct a formative evaluation on the first agenda of the developed instructional model and to revise and complement the developed instructional model according to the results of the formative evaluation. The study conducted a seven weeks formative evaluation. The formative evaluation consisted of expert evaluations(ID professional, CPS professional, instructor experts) and a field test (instructor and learners). For the field test, the subjects sampled were 33 undergraduate students taking “Educational method and Educational technology”. To validate and improve this developed model, we used questionnaires, focus group interviews, one-to-one interviews, and participatory observations. The study suggested three versions of blending model for the CPS according to learners, learning tasks, and learning situations. If learning tasks need long periodsof time, the second and fourth phases could be conducted on online learning environment and the other phases could be conducted on F2F learning environment. If learning tasks need comparatively short periods of time, the second, third, and fourth phases could be conducted with online learning environment and the other phases could be conducted with F2F learning environment.

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