Earticle

초록

영어

Most of the undergraduate education was converted to non-face-to-face distance learning in the unprecedented situation of Corona 19, but before that, cyber universities, K-MOOC, and flip-running level distance learning were virtually the only form of distance learning in the country. It was generally provided in the form of teacher's lecture video content. Among Corona 19 undergraduate education institutes that defaulted to these limited experiences resulted in considerable dissatisfaction among students. In fact, with regard to online education, not a few previous studies have been accumulated in the country, but the studies so far have generally been based on meta-research utilizing domestic and foreign research cases or cases of cyber universities. Therefore, empirical research on non-face-to-face distance learning at general universities has recently emerged based on the experience of the first semester of 2020. Before Corona 19, the author had the experience of running a major course centered on student participation by breaking out of the professor's lecture-centered class. And the author had an improvement plan for the same course that will be opened in 2021, based on this course management experience, student satisfaction surveys and questionnaire surveys. However, depending on the situation of Corona 19, the course may be operated in the form of non-face-to-face distance learning in 2021, so it was decided to proceed with this research due to a practical need. The author reviewed previous research on the theoretical foundations of effective online education and research on implementation based on it, and combined his course management improvement plan with it. The core of this paper is how to effectively manage the teaching and learning components that make up it. In many school settings, real-time lessons and non-real-time lessons, zoom lessons and lecture video content-based lessons are often confused by choosing only one of these. As lessons in universities progressed for nearly a year among Corona 19, the so-called "hybrid" distance learning style, which is a mixture of real-time and non-real-time, zoom and video lectures, has already been instinctively adopted by some of advanced teachers. Through this paper, the author designed and presented the grounds for the need for hybrid distance learning and the lesson model of educational content distribution methods such as real-time and non-real-time. As I presented, how effective the lesson model is in actual lesson management, and whether this can be a lesson model that can be continuously managed without the overwork of teachers, will be discussed in the future. It should be verified through practice studies.

목차

Ⅰ. 들어가는 말
Ⅱ. 이론적 배경
제1장. 구성주의 이론
제2장. 탐구공동체 모형 이론
제3장. 자기조절학습
Ⅲ. 선행 수업경험 분석과 성찰
제1장. 강좌와 수강생 정보
제2장. 주차별 수업 주제와 수업 운영
제3장. 강좌의 성과와 개선할 사항
Ⅳ. 비대면 상황의 강좌 설계
제1장. 실시간과 비실시간
제2장. 글쓰기와 피어리뷰의 운영 및 평가
제3장. CoI모델의 실재감 확보 방안
V. 나가는 말
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논문초록

키워드

원격교육 탐구공동체 실시간 비실시간 토론 글쓰기 교수실재감 사회적 실재감 인지적 실재감 자기조절학습 구성주의 distance education community of inquiry synchronous asynchronous teacher presence social presence cognitive presence self-regulated learning constructivism

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