This study aims to develop a process-oriented evaluation criteria that can be applied during the collection, description, and the provision of information necessary to improving and sustaining the cyber education program for human resource development...
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https://www.riss.kr/link?id=T12016139
- 저자
-
발행사항
대전 : 충남대학교 대학원, 2010
-
학위논문사항
학위논문(박사) -- 충남대학교 대학원 , 공업교육학과 공업교육 전공 , 2010. 2
-
발행연도
2010
-
작성언어
한국어
-
DDC
620.007 판사항(22)
-
발행국(도시)
대전
-
기타서명
(The) Development of the Process-oriented Evaluation Criteria for the Cyber Education Program of Human Resource Development
-
형태사항
v, 222 p. : 도표 ; 26cm.
-
일반주기명
충남대학교 논문은 저작권에 의해 보호받습니다.
지도교수:최완식
부록 : 1.델파이 자문 위원 현황. -- 2.델파이 제1차 질문지. -- 3.델파이 제2차 질문지. -- 4.델파이 제3차 질문지. -- 5.현업 활용 가능성 질문지
참고문헌 : p.141-152 -
소장기관
- 국립중앙도서관
- 충남대학교 도서관
- 국립중앙도서관
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0
상세조회 -
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다운로드
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부가정보
다국어 초록 (Multilingual Abstract)
This study aims to develop a process-oriented evaluation criteria that can be applied during the collection, description, and the provision of information necessary to improving and sustaining the cyber education program for human resource development. In order to achieve this goal, the study consisted of three different levels of research methods.
The first level included preliminary research work such as examining different references in order to analyze the contents and apply the conclusions to extract the areas and clauses of evaluation by dimension (context, input, process, product). Finally, based upon the extracted clauses the first level included the description of controlled definitions.
The second level applied the Delphi research method. At this level, 35 professionals examined the validity and importance of the evaluation criteria extracted from the first level.
The third level consisted of a survey regarding evaluation criteria and targeting human resource officers of large conglomerates. Thus, through the level the study examined the field applicability possibility as well as conducted a self-evaluation of the affiliated institution.
The research results for respective research methods were as follows.
First, the definition of cyber education program for human resource development is “an education program existing in cyber space that establishes an educational structure and plan for the purpose of improving individual capabilities and promoting career and organizational development while strategically connecting all factors that can operate, manage, and evaluate the formulated structure and plan”. The average validity score for this definition was 4.18 with the contents validity ratio (CVR) scoring .88 and therefore leading to the conclusion that the stated definition is valid.
Secondly, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, and 29 evaluation sub-categories through the Delphi research method. Also, the evaluation clauses were grouped into context evaluation (19 clauses), input evaluation (24 clauses), process evaluation (21 clauses), and product evaluation (29 clauses), which summed up to a total of 93 evaluation clauses. The contents validity ratio (CVR) of each clauses ranged between .31-1.0 and therefore can be said to be valid.
Thirdly, the Cronbach’s credibility for the validity of the developed evaluation criteria scored .980 while the Cronbach’s credibility for the importance scored .966.
Fourthly, the importance of the developed evaluation criteria averaged between 4.29-4.74 for context evaluation, 4.39-4.81 for input evaluation, 4.29-4.71 for process evaluation, and 4.10-4.77 for product evaluation. Particularly, the appropriacy of goal extraction within context evaluation, the structuring of the education program within input evaluation, teaching and learning methods of teaching and learning activities within process evaluation, and sustainable career management within product evaluation were respectively the most important clauses within the evaluation criteria.
Fifthly, through the survey conducted by human resource officers of large conglomerates, it was seen that the importance rates were M=4.30 for context evaluation, M=4.01 for input evaluation, M=3.96 for process evaluation, and finally M=4.04 for product evaluation. Regarding the self-evaluation results the survey showed that M=3.74 for context evaluation, M=3.60 for input evaluation, M=3.44 for process evaluation, and finally M=3.40 for product evaluation.
Based on the results above, the conclusions of this study are as follows.
First, grounded upon theoretical exploration through preliminary reference research, the study first extracted 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 125 evaluation criterias. Then through the Delphi research method the study finally produced 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 93 evaluation criterias.
Secondly, the study had its field applicability possibility validated by currently active human resource officers. Through this it can be concluded that this study could assist the improvement of the cyber education program as well as the quality management through the gap between importance and self-evaluation results.
Thirdly, in order to assist helpful decision-making related to field applicability in the long-term, the product evaluation is based on 7CIPP which included 4 evaluation categories. On top of the 7CIPP, the evaluation incorporated various evaluation contents. It is certain that the evaluation results of the products produced through the cyber education program for human resource development will lead to meaningful decision-making regarding the improvement and sustainability of the education program.
Fourthly, rather than producing evaluation criterias and clauses that consider the independent characteristics of the cyber education program for human resource development, this study focused on producing a standardized evaluation criteria that can be simultaneously applied to the cyber education program for human resource development.
The first level included preliminary research work such as examining different references in order to analyze the contents and apply the conclusions to extract the areas and clauses of evaluation by dimension (context, input, process, product). Finally, based upon the extracted clauses the first level included the description of controlled definitions.
The second level applied the Delphi research method. At this level, 35 professionals examined the validity and importance of the evaluation criteria extracted from the first level.
The third level consisted of a survey regarding evaluation criteria and targeting human resource officers of large conglomerates. Thus, through the level the study examined the field applicability possibility as well as conducted a self-evaluation of the affiliated institution.
The research results for respective research methods were as follows.
First, the definition of cyber education program for human resource development is “an education program existing in cyber space that establishes an educational structure and plan for the purpose of improving individual capabilities and promoting career and organizational development while strategically connecting all factors that can operate, manage, and evaluate the formulated structure and plan”. The average validity score for this definition was 4.18 with the contents validity ratio (CVR) scoring .88 and therefore leading to the conclusion that the stated definition is valid.
Secondly, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, and 29 evaluation sub-categories through the Delphi research method. Also, the evaluation clauses were grouped into context evaluation (19 clauses), input evaluation (24 clauses), process evaluation (21 clauses), and product evaluation (29 clauses), which summed up to a total of 93 evaluation clauses. The contents validity ratio (CVR) of each clauses ranged between .31-1.0 and therefore can be said to be valid.
Thirdly, the Cronbach’s credibility for the validity of the developed evaluation criteria scored .980 while the Cronbach’s credibility for the importance scored .966.
Fourthly, the importance of the developed evaluation criteria averaged between 4.29-4.74 for context evaluation, 4.39-4.81 for input evaluation, 4.29-4.71 for process evaluation, and 4.10-4.77 for product evaluation. Particularly, the appropriacy of goal extraction within context evaluation, the structuring of the education program within input evaluation, teaching and learning methods of teaching and learning activities within process evaluation, and sustainable career management within product evaluation were respectively the most important clauses within the evaluation criteria.
Fifthly, through the survey conducted by human resource officers of large conglomerates, it was seen that the importance rates were M=4.30 for context evaluation, M=4.01 for input evaluation, M=3.96 for process evaluation, and finally M=4.04 for product evaluation. Regarding the self-evaluation results the survey showed that M=3.74 for context evaluation, M=3.60 for input evaluation, M=3.44 for process evaluation, and finally M=3.40 for product evaluation.
Based on the results above, the conclusions of this study are as follows.
First, grounded upon theoretical exploration through preliminary reference research, the study first extracted 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 125 evaluation criterias. Then through the Delphi research method the study finally produced 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 93 evaluation criterias.
Secondly, the study had its field applicability possibility validated by currently active human resource officers. Through this it can be concluded that this study could assist the improvement of the cyber education program as well as the quality management through the gap between importance and self-evaluation results.
Thirdly, in order to assist helpful decision-making related to field applicability in the long-term, the product evaluation is based on 7CIPP which included 4 evaluation categories. On top of the 7CIPP, the evaluation incorporated various evaluation contents. It is certain that the evaluation results of the products produced through the cyber education program for human resource development will lead to meaningful decision-making regarding the improvement and sustainability of the education program.
Fourthly, rather than producing evaluation criterias and clauses that consider the independent characteristics of the cyber education program for human resource development, this study focused on producing a standardized evaluation criteria that can be simultaneously applied to the cyber education program for human resource development.
This study aims to develop a process-oriented evaluation criteria that can be applied during the collection, description, and the provision of information necessary to improving and sustaining the cyber education program for human resource development. In order to achieve this goal, the study consisted of three different levels of research methods.
The first level included preliminary research work such as examining different references in order to analyze the contents and apply the conclusions to extract the areas and clauses of evaluation by dimension (context, input, process, product). Finally, based upon the extracted clauses the first level included the description of controlled definitions.
The second level applied the Delphi research method. At this level, 35 professionals examined the validity and importance of the evaluation criteria extracted from the first level.
The third level consisted of a survey regarding evaluation criteria and targeting human resource officers of large conglomerates. Thus, through the level the study examined the field applicability possibility as well as conducted a self-evaluation of the affiliated institution.
The research results for respective research methods were as follows.
First, the definition of cyber education program for human resource development is “an education program existing in cyber space that establishes an educational structure and plan for the purpose of improving individual capabilities and promoting career and organizational development while strategically connecting all factors that can operate, manage, and evaluate the formulated structure and plan”. The average validity score for this definition was 4.18 with the contents validity ratio (CVR) scoring .88 and therefore leading to the conclusion that the stated definition is valid.
Secondly, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, and 29 evaluation sub-categories through the Delphi research method. Also, the evaluation clauses were grouped into context evaluation (19 clauses), input evaluation (24 clauses), process evaluation (21 clauses), and product evaluation (29 clauses), which summed up to a total of 93 evaluation clauses. The contents validity ratio (CVR) of each clauses ranged between .31-1.0 and therefore can be said to be valid.
Thirdly, the Cronbach’s credibility for the validity of the developed evaluation criteria scored .980 while the Cronbach’s credibility for the importance scored .966.
Fourthly, the importance of the developed evaluation criteria averaged between 4.29-4.74 for context evaluation, 4.39-4.81 for input evaluation, 4.29-4.71 for process evaluation, and 4.10-4.77 for product evaluation. Particularly, the appropriacy of goal extraction within context evaluation, the structuring of the education program within input evaluation, teaching and learning methods of teaching and learning activities within process evaluation, and sustainable career management within product evaluation were respectively the most important clauses within the evaluation criteria.
Fifthly, through the survey conducted by human resource officers of large conglomerates, it was seen that the importance rates were M=4.30 for context evaluation, M=4.01 for input evaluation, M=3.96 for process evaluation, and finally M=4.04 for product evaluation. Regarding the self-evaluation results the survey showed that M=3.74 for context evaluation, M=3.60 for input evaluation, M=3.44 for process evaluation, and finally M=3.40 for product evaluation.
Based on the results above, the conclusions of this study are as follows.
First, grounded upon theoretical exploration through preliminary reference research, the study first extracted 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 125 evaluation criterias. Then through the Delphi research method the study finally produced 4 dimensions, 13 evaluation categories, 29 evaluation subcategories, and 93 evaluation criterias.
Secondly, the study had its field applicability possibility validated by currently active human resource officers. Through this it can be concluded that this study could assist the improvement of the cyber education program as well as the quality management through the gap between importance and self-evaluation results.
Thirdly, in order to assist helpful decision-making related to field applicability in the long-term, the product evaluation is based on 7CIPP which included 4 evaluation categories. On top of the 7CIPP, the evaluation incorporated various evaluation contents. It is certain that the evaluation results of the products produced through the cyber education program for human resource development will lead to meaningful decision-making regarding the improvement and sustainability of the education program.
Fourthly, rather than producing evaluation criterias and clauses that consider the independent characteristics of the cyber education program for human resource development, this study focused on producing a standardized evaluation criteria that can be simultaneously applied to the cyber education program for human resource development.
목차 (Table of Contents)
- I. 서론 1
- 1. 연구의 필요성 1
- 2. 연구의 목적 5
- 3. 연구의 내용 5
- 4. 용어의 정의 6
- I. 서론 1
- 1. 연구의 필요성 1
- 2. 연구의 목적 5
- 3. 연구의 내용 5
- 4. 용어의 정의 6
- 가. 인재개발 6
- 나. 사이버 교육 6
- 다. 인재개발 사이버 교육 프로그램 7
- 라. 과정중심 평가모형 7
- 5. 연구의 제한점 7
- II. 이론적 배경 8
- 1. 인재개발에서 사이버 교육의 요구 8
- 가. 사회환경 변화의 측면 8
- 나. 정보통신기술 발전의 측면 10
- 다. 성인교육의 측면 11
- 2. 인재개발 사이버 교육 프로그램의 평가 개념 및 모형 12
- 가. 인재개발에서 평가의 개념 12
- 나. 인재개발에서 교육 프로그램 평가와 평가준거의 개념 14
- 다. 인재개발 사이버 교육 프로그램의 평가모형과 모형 선정 21
- 3. 인재개발 사이버 교육 프로그램의 과정중심 평가준거 도출을 위한 선행연구 고찰 35
- 가. 평가준거에 대한 선행연구 고찰 35
- 나. 평가준거 대영역의 도출을 위한 선행연구 고찰 44
- 다. 평가준거 하위영역과 평가문항의 도출을 위한 선행연구 고찰 59
- III. 연구 방법 62
- 1. 조사 대상 64
- 가. 델파이 조사 대상 64
- 나. 설문조사 대상 67
- 2. 조사 도구 68
- 가. 델파이 조사 도구 68
- 나. 설문조사 도구 73
- 3. 자료의 수집 및 분석 73
- 가. 자료 수집 73
- 나. 자료 분석 75
- IV. 연구 결과 78
- 1. 과정중심 평가준거의 개발 78
- 가. 인재개발 사이버 교육 프로그램 정의와 과정중심 평가준거의 대영역 개발 78
- 나. 과정중심 평가준거의 하위영역과 평가문항 개발 90
- 다. 과정중심 평가준거의 개발 결과 98
- 2. 과정중심 평가준거의 타당도와 중요도 분석 103
- 가. 타당도 분석 103
- 나. 중요도 분석 120
- 3. 과정중심 평거준거의 현업 활용 가능성 분석 129
- 가. 상황평가 차원 130
- 나. 투입평가 차원 131
- 다. 과정평가 차원 132
- 라. 산출평가 차원 133
- V. 요약, 결론 및 제언 135
- 1. 요약 135
- 2. 결론 138
- 3. 제언 140
- 참 고 문 헌 141
- ABSTRACT 153
- 부 록 157
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