高等敎育機關에 있어서의 敎授方法 改善에 關한 硏究 = A Study on the improvement of Instruction in Higher Education

다국어 초록 (Multilingual Abstract)

Education today is being challenged by the rapid expansion of knowledge. The increasing numbers and the changing character of students in higher education clearly reveal a need to reconsider ways of teaching. Recently, the interest in using instructional media and systematic approaches to instruction in higher education seems to be gradually expanding. This study is only a rudimentary beginning for further study.

The purpose of this study were:
A. To survey the present state and problems of instructional media utilization in higher education, and
B. To compare the effectiveness of the mediated self-instructional method and the conventional instructional method in the teaching of the operation of the 16mm motion picture projector. The hypothesis of this study was that the mediated (Video Tape Recorder) self-instructional method would result in better operating performance than the conventional instructional method.

(A) The survey showed the following results:
1. 81.1% of 292 professors distributed the course outline to be the class in the beginning of the semester.
2. The instructional plan consisted of order of content, objectives, textbooks an references, teaching method, evaluation and AV materials. However, measurement of entering behaviors and feedback analysis were considered in their instructional plans by only 10% of 292 respondents. Therefore, this result indicated that the systematic approach to instruction has not been employed.
3. The lecture method is the most popular instructional method in higher education. However, 40% of 292 professors responded that they selected their instructional methods according to the content and objectives of the course.
4. The problems in large class instruction were : (1) presentation and demonstration of instructional materials to the class.
(2) The ineffective use of the chalkboard, Slides, filmstrips, films as well as overhead projectors were most favored as effective instructional media by the respondents for improving the instructional situation of large classes.
5. Slides and filmstrips were the most frequently utilized media in higher education, second only to the chalkboard. The reason for using the above media does not necessarily indicate they were the most effective instructional media for that particular course, but rather there was a lack of instructional resources. The lack of teacher accessibility to media has discouraged their use.
6. Approximately 53% of 292 professors indicated that the application of educational technology in higher education is needed. For the development and widespread use of instructional media, research and development of instructional media were essential, and an extensive development of facilities was greatly needed to encourage the utilization of instructional media.
(B) The experiment showed the following result:
The experiment was conducted to compare the effectiveness of he mediated self-instructional method and the conventional instructional method in the teaching of the operation of the motion picture projector.
The hypothesis of the study was that the mediated self-instructional method would result in a better operating performance than would the conventional instructional method. The subjects for the experiment were 56 junior students taking the Audiovisual Education course.
Two classes were divided into an experimental group and a control group. The students in the experimental group were taught by means of the self-instructional method by VTR (Video Tape Recorder), and the students in the group were taught by means of the conventional instructional method. Both groups were then given the operating performance test. The data were analyzed in terms of a t-test for difference between means. The result indicated that the experimental group scored significantly greater on the operating performance test at the P<0.01 level. A questionnaire was administered to the student at the end of the experiment, and the students indicated that they favored this experimental procedure as a way of effective learning.

목차 (Table of Contents)

• Ⅰ. 序論
• A. 硏究의 意義 및 目的
• B. 硏究의 制限點
• Ⅱ. 硏究方法
• A. 質問紙 作成
• B. 個別學習의 實驗硏究
• Ⅲ. 質問紙 調査結果 分析
• A. 敎授計劃案의 內容
• B. 學習集團과 敎授方法
• C. 敎授媒體의 活用
• D. Feedback 分析
• E. 敎育工學의 導入
• Ⅳ. 實驗結果分析
• A. 두 集團의 技能檢査 結果
• B. 個別學習集團의 意見調査 結果
• Ⅴ. 結論
• 參考文獻
• Abstract