Earticle

본 연구에서는 비대면 협력학습 환경에서 학습성과를 높이기 위한 수업을 설계하고, 자기조절, 협력적 자기조절이 학습성과를 예측하는지 규명하고자 하였다. 이를 위해 사례기반학습, 보편적 학습설계를 기반으로 비대면 협력학습을 설계하 고, 28명의 대학생들을 대상으로 설계한 수업을 적용하였으며, 수업 종료 후 학습자의 설문을 수거하여, 분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 비대면 협력학습 환경에서 자기조절은 협력적 자기조절을 유의하게 예측하지 못하였다. 둘 째, 협력적 자기조절은 만족도를 유의하게 예측하였으나, 자기조절은 만족도를 유의하게 예측하지 못하였다. 셋째, 자기조절 은 성취도를 유의하게 예측하였으나, 협력적 자기조절은 성취도를 유의하게 예측하지 못하였다. 넷째, 만족도는 성별에 따른 차이가 유의하였으나, 성취도는 성별에 따른 차이가 나타나지 않았다. 본 연구는 비대면 협력학습 환경에서 학습성과를 예측 하는 변인을 탐색하여, 비대면 협력학습에 관한 이해를 확장시켰다는 데 연구의 의의가 있다.

This study aims to identify whether self-regulation and co-regulation predicted learning outcomes in non face-to-face cooperative learning environments. To do so, this study chose satisfaction and learning achievement for learning outcomes variables. And for learning outcomes prediction, self-regulation and co-regulation were selected. This study designed classes in accordance with the CBL and UDL guidelines and 28 undergraduate students have participated for the execution of this study. The questionnaire survey was given to students at the end of the class and the study analyzed based on the result. The results of this study were as follows: First, self-regulation did not significantly predicted co-regulation in non face-to-face cooperative learning environments. Second, co-regulation significantly predicted satisfaction, but selfregulation did not predict satisfaction, Third, self-regulation significantly predicted learning achievement, but co-regulation did not predict learning achievement. And lastly, satisfaction was associated with gender, but learning achievement was not associated with gender. This study provides its significance in expanding the understanding about the nature of non face-to-face cooperative learning environments.

본 연구는 팬데믹 시대의 온라인 대학교육에서 대학생의 자기결정성이 외국어 학습신념과 학습 성과에 미치는 영향을 알아보고자 하였다. 연구대상으로는 천안소재 대학교의 재학생을 대상으로 107명에 대하여 설문조사를 실시하 였으며 분석방법으로는 SPSS 21.0을 활용하여 기술통계량, 상관분석 및 회귀분석을 통해 최종분석을 하였다. 본 연구 결과는 대학생의 자기결성성과 외국어 학습신념 및 학습 성과는 정적 상관관계로 나타났으며 자기결정성 또한 외국어 학습신념과 학습 성과에 유의미한 영향을 미친다고 나타났다. 본 연구를 통하여 온라인 교육을 통한 교수자와의 상호작 용이 어려운 상황에서 대학생들의 자기결정성의 촉진할 수 있는 방법과 전략을 모색하여 지속적으로 의지가 필요한 외국어 능력과 학습 성과를 향상시킬 수 있도록 조력하고자 한다.

The present research intends to examine how college students’ self-determination affects their beliefs in and achievement in foreign language learning in the current pandemic times. The data under discussion was collected from a survey questionnaire conducted to a group of 107 students attending at a four-year university in Cheonan. With the software SPSS Version 21.0, a set of statistical methods were employed: (i) descriptive statistics along with (ii) correlation analysis and (iii) regression analysis. The current analysis identified a positive correlation between their self-determination and both beliefs Foreign Langage Learning and Learning Outcomes, which means that the former exerts a significant impact on the latter. The results are expected to help educators arrange strategic plans that can enhance collegians’ self-determination for their better performance of foreign language learning.

본 연구는 직장인 성인 학습자의 학습 가치 지각 수준과 학습성과 간의 영향 관계를 확인하고, 이들 두 변수 간의 관계에서 관리자 지원과 일-가정 향상의 조절 효과를 검증하는 것이다. 본 연구 목적을 달성하기 위해 3개의 가설 을 도출하고 도출된 가설은 실증분석을 통해 검증하였다. 가설검증을 위해 기혼 직장인 중 평생학습 프로그램을 수강하 고 있거나 재직자 특별전형학과 재학생을 대상으로 337부의 설문지를 배포하여 불성실한 설문지를 제외하고 총309부 가 최종분석에 사용되었다. 가설 검증 결과 학습 가치는 학습성과에 정(+)의 영향을 미치는 것으로 나타났다. 또한 학습 가치와 학습성과 간의 긍정의 영향 관계에서 관리자 지원, 일-가정 향상, 가정-일 향상이 조절역할을 하는 것으로 나타 났다. 즉, 지각된 관리자 지원수준이 높을수록, 일-가정 향상과 가정-일 향상 수준이 높을수록, 학습 가치가 학습성과에 미치는 영향이 커진다는 것이다. 이러한 연구 결과를 바탕으로 실무적 시사점 및 미래연구를 방향을 제시하였다.

The purposes of this study were to investigate the influence of perceived learning value on employees’ learning outcomes and to explore the mediating roles of work-family enrichment(WFE) and supervisor support in the relationship between perceived learning value and learning outcomes. The data was collected with employees who currently enrolled in any educational programs. The total data set was 309. The results showed that there was a positive and statistically significant relationship between perceived learning value and learning outcomes, and supervisor support, WFE and FWE played as moderators in the relationship between perceived learning value and learning outcomes.

본 현대 사회를 살아가기 위한 필수 역량인 디지털 리터러시란 각 개인이 디지털 기술과 상호작용을 통 해 문제를 해결하고 성과를 위해 지식을 활용하는 역량이다. 특히 팀 과제를 수행하는 대학생들에게 중요한 역 량이라 할 수 있다. 따라서 본 연구는 간호 대학생 50명을 대상으로 디지털 리터러시와 학습성과와의 관계를 파 악하고, 학습성과에 미치는 영향을 파악하기 위해 시도되었다. 자료수집 기간은 2023년 9월25일부터 30일까지 였으며, 수집된 자료는 SPSS 25.0 프로그램을 이용하여 통계분석 하였다. 간호대학생의 디지털 리터러시는 학습 성과에 유의한 영향을 미쳤으며, 학습성과 중 학습 전이에 대한 설명력은 65.0%, 학습 만족도에 대한 설명력은 10.5%로 나타났다. 따라서 디지털 정보평가, 자료개발, 온라인도구 활용 및 정보윤리를 포함한 디지털 리터러시 점수가 높을수록 학습성과가 긍정적으로 평가되었으므로 학생들을 위한 디지털 리터러시 교육이 필요하다 사료된다.

Digital literacy is an essential skill for living in the modern world. Digital literacy is the ability of individuals to interact with digital technologies to solve problems and utilize knowledge for performance. It is especially important for college students who work in teams. Therefore, this study attempted to determine the relationship between digital literacy and learning outcomes, and its impact on the learning outcomes among 50 nursing students. The data collection period was from September 25 to 30, 2023, and the collected data were statistically analyzed using the SPSS 25.0 program. The results showed that the digital literacy of nursing students affected learning outcomes, the explanatory power of learning transfer among learning outcomes was 65.0%, and the explanatory power of learning satisfaction was 10.5%. Therefore, the higher the digital literacy score, including digital information evaluation, material development, online tool utilization, and information ethics, the more positive the learning outcomes were evaluated. Therefore, digital literacy education for students is necessary.

본 논문의 목적은 교과기반 학습성취평가 시스템 구현을 위한 교과 데이터 모델 및 학습 성취도 산출 알고리즘 개발이다. 현재 대학 교육의 방향인 역량기반 교육을 위해서는 교과기반 학습성취 평가가 필수적이지만 기존 연구들은 교육학적 관점으로서 컴퓨터 시스템 관점의 해결책이 매우 부족하다. 본 논문에서는 코스맵 데이터 구조 분석을 통해 계층 구조의 학습성과 모델, 학습모듈 및 학습활동 모델, 학습성과와 학습활동 연계 매트릭스 모델 및 자동화된 성취도 산출 및 성취수준 평가를 위한 성취도 계산 알고리즘을 제안한다. 이를 통해 교과기반 학습성취 평가 시스템을 개발할 수 있으며 시스템 활용을 통해 학습자의 역량 성취를 효과적으로 평가할 수 있다. 제안된 모델과 알고리즘의 평가를 위해 실제 운영중인 자바프로그래밍 교과목에 적용하였으며 이를 통해 교과기 반 학습성과 성취평가 시스템 구현의 핵심요소로 활용할 수 있음을 확인하였다. 향후 연구는 학습성과 성취도 산 출을 기반으로 적응형 학습 피드백과 개인화된 학습 추천 알고리즘 개발 및 시스템 구현이다.

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

본 연구는 온라인 토론 학습에서 학습자가 인식한 튜터의 역할이 학습과정과 결과에 미치는 영향을 분석하기 위해 사회적 실재감을 학습과정 변인으로, 참여도, 토론만족도, 학업성취도를 학습결과 변인으로 상정하여 이들 세 변인들 간의 관계를 조사하였다. 이를 위해 2010학년도 1학기 K 원격대학교 평생대학원에 재학 중인 대학원생 71명을 대상으로 약 8주 동안 온라인 토론 수업을 진행한 후, 인식된 튜터의 역할(사회적·교수적·관리적·기술적 역할), 사회적 실재감, 학습결과(참여도, 토론만족도, 학업성취도) 자료를 수집하여 다중회귀분석을 실시하였다. 연구 결과, 인식된 튜터의 역할 중 사회적 역할은 사회적 실재감(β = .820), 참여도(β = .559), 토론만족도(β = .667), 학업성취도(β = .334)를 각각 유의하게 예측하는 것으로 나타났으며, 사회적 실재감은 학습자가 인식한 튜터의 사회적 역할이 참여도, 토론만족도, 학업성취도를 예측할 때 이들을 매개하는 유의미한 변인으로 규명되었다. 이러한 연구 결과로부터 본 연구는 온라인 토론 학습에서 토론 참여자들의 결속력과 공동의 목표 달성을 지원하는 튜터의 사회적 역할이 강조되어야 하며, 토론 학습 과정 중에 튜터가 학습자들의 사회적 실재감을 높여 줄 수 있도록 지원하여 궁극적으로 토론 학습의 결과를 향상시키는 튜터 훈련이 필요함을 제안하고 있다.

The tutor's roles have been recognized as an influential variable on social presence and learning outcomes in online discussion. Since online discussion is a kind of academic communication based on social presence, social presence could be considered as the mediating variable in the relationship between the perceived tutor's roles(instructive, social, managerial, and technical roles) and learning outcomes(discussion participation and satisfaction, learning achievement) in online discussion. Therefore, the purpose of this study was to examine the relationship between the perceived tutor's roles, social presence, and learning outcomes in online discussion. This study also investigated the mediating effects of social presence in the relationship between the perceived tutor's roles and learning outcomes. 71 graduate students of K online university in Korea participated in this study for eight weeks. The research findings showed that only perceived tutor's social role predicted the social presence and learning outcomes significantly, and social presence had the mediating effect on the relationship between the perceived tutor's social role and learning outcomes.

본 연구는 치위생과 전공 이론 중심 수업에서의 플립러닝 활용 가능성을 탐색하기 위한 기초 자료를 제공하고자 경기도 소재 S대학교 치위생과 2학년 학생 166명을 대상으로 플립러닝 기반 교수법을 개발·적용한 후 수업에 대한 학생들의 인식 조사를 실시하였다. 플립러닝 수업 활동 영역별 인식도 분석 결과 ‘수업 중 활동 및 상호작용’에 대한 인식이 4.11±0.56점으로 가장 높았다. 플립러닝 수업 경험 유무에 따른 플립러닝 수업 활동 영역별 유의한 차이는 없었다. 플립러닝 수업 만족도에 영향을 미치는 요인은 ‘수업 중 활동 및 상호작용’(β=0.319, p=0.006)과 ‘학습성과 및 자기효능감’(β=0.753, p<0.001)이었으며, 학습성과 및 자기효능감이 가장 큰 영향 요인으로 나타났다. 치위생 전공 이론 교과목에 대한 플립러닝 적용은 학습자의 학업 활동을 활성화하고 학습 성취도 인식과 수업 만족도를 제고하는 데 긍정적인 영향을 미친다고 볼 수 있다.

This study explored the potential of flipped learning in theory-centered dental hygiene courses. A survey was conducted on 166 second-year dental hygiene students at S University in Gyeonggi-do to analyze their perceptions and satisfaction. Among class domains, “in-class activities and interactions” received the highest score(4.11±0.56). There were no significant differences in flipped learning activity areas based on whether or not there was experience with flipped learning classes. Factors influencing class satisfaction included “in-class activities and interactions”(β=0.319, p=0.006) and “learning outcomes and self-efficacy”(β=0.753, p<0.001), with the latter being the most significant predictor. Implementing flipped learning in theoretical dental hygiene education effectively enhances student engagement, self-efficacy, and overall class satisfaction.

본 연구는 체육 교육에서 사회적 구성주의와 블렌디드 러닝의 통합이 학생들의 학습 성과와 경험에 미치는 영향을 다양한 문헌들을 통해 분석하였다. 연구 결과, 블렌디드 러닝은 학생들의 학습 참여도와 성취도, 그리고 만족도를 높이는 데 효과적임을 확인하였다. 사회적 구성주의와 블렌디드 러닝의 통합은 학생들이 팀워크와 협력을 통해 지식을 구성하고 문제를 해결하며 창의적으로 사고할 수 있는 환경을 조성하였다. 또한, 구글 클래스룸, 비디오 주석 모듈, 클라우드 기술, 플립드 러닝 모델, 실시간 동기화 학습 도구 등의 디지털 도구가 블렌디드 러닝의 성공적인 적용을 지원하는 데 중요한 역할을 했다. 이러한 연구 결과는 체육 교육 현장에서 블렌디드 러닝의 확대 적용과 디지털 도구의 활용을 통해 학생들의 학습 경험을 더욱 풍부하고 의미 있게 만들 수 있음을 시사한다.

This study analyzes the impact of integrating social constructivism and blended learning on students' learning outcomes and experiences in physical education. The findings reveal that blended learning significantly enhances students' engagement, achievement, and satisfaction. The integration of social constructivism and blended learning fosters an environment where students can construct knowledge, solve problems, and think creatively through teamwork and collaboration. Digital tools such as Google Classroom, video annotation modules, cloud technologies, flipped learning models, and real-time synchronous learning tools play a crucial role in supporting the successful implementation of blended learning. These results suggest that expanding the application of blended learning and effectively utilizing digital tools in physical education can enrich and make the learning experience more meaningful for students.

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

Objective: This study aimed to develop and implement an artificial intelligence (AI) based cognitive-responsive tutor system for healthcare students and evaluate its effectiveness in regard to improving learning achievement through pre- and post-assessment analyses. Design: one-group pre-post exploratory design Methods: Fifty physical therapy students participated in an experimental study conducted at Kyungbok University using an AI-based cognitive-responsive tutor system that applied Deep Knowledge Tracing (DKT) and Bayesian Knowledge Tracing (BKT) models to analyze the knowledge states of learners. Participants completed ten adaptive learning sessions, and pre- and post-assessments were compared using paired t-tests to evaluate changes in learning achievement. Results: Among the 50 participants, posttest scores increased compared to pretest scores after 10 days of AI-based tutoring, although the difference was not significant (p > 0.05). A significant correlation was observed between the system scores and the number of solved questions (p = 0.001). In the lower 50% subgroup (n = 25), the posttest scores significantly improved compared to the pre-test scores (p < 0.01). Conclusions: Although the overall score improvements were not statistically significant, the AI tutoring system showed modest potential as a supplementary tool that supports repeated practice and immediate feedback, particularly for students with lower baseline performance. These findings are preliminary and should be interpreted with caution, highlighting the need for further research onenhanced system features and more rigorous study designs.

This study examines the predictors and consequences of artificial intelligence (AI) tool adoption among university students in Saudi Arabia, integrating the technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), as well as Cognitive Social Theory with AI-specific trust and ethical concern. Using a cross-sectional survey of 317 students from four geographically distributed public universities, we employed partial least square-structural equation modeling to test ten hypotheses. The results reveal that perceived usefulness, trust in AI, and social influence significantly predict AI adoption, while perceived ease of use and ethical concerns show no significant effects. Self-efficacy partially mediates the relationships between perceived usefulness and perceived ease of use with adoption, but not for trust. Notably, AI adoption significantly enhances academic performance and cognitive skill development. The findings contribute to technology acceptance literature by validating the combination of TAM, UTAUT, and social cognitive theory in AI adoption contexts, highlighting trust as a critical factor beyond traditional TAM constructs, and demonstrating AI's positive educational outcomes. Practically, universities should emphasize AI's usefulness, foster trust through transparency, and integrate self-efficacy training to maximize adoption benefits.

Objective : To summarize clinical and demographic variables and machine learning uses for predicting functional outcomes of patients with stroke. Methods : We searched PubMed, CINAHL and Web of Science to identify published articles from 2010 to 2021. The search terms were “machine learning OR data mining AND stroke AND function OR prediction OR/AND rehabilitation”. Articles exclusively using brain imaging techniques, deep learning method and articles without available full text were excluded in this study. Results : Nine articles were selected for this study. Support vector machines (19.05%) and random forests (19.05%) were two most frequently used machine learning models. Five articles (55.56%) demonstrated that the impact of patient initial and/or discharge assessment scores such as modified ranking scale (mRS) or functional independence measure (FIM) on stroke patients’ functional outcomes was higher than their clinical characteristics. Conclusions : This study showed that patient initial and/or discharge assessment scores such as mRS or FIM could influence their functional outcomes more than their clinical characteristics. Evaluating and reviewing initial and or discharge functional outcomes of patients with stroke might be required to develop the optimal therapeutic interventions to enhance functional outcomes of patients with stroke.

This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students’ learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students’ pre- and post-tests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students’ improvement by changes of levels. The results indicate significant differences in students’ scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

본 연구의 목적은 대학 학위과정에 참여하고 있는 성인학습자의 평생교육성과(직업능력 향상, 삶의 질 향상)에 영향을 미치는 요인을 개인배경, 학습특성 및 참여동기, 학습경험의 측면에서 탐색하고, 이를 통해 대학 성인학습자의 평생교육성과를 제고하는 의미있는 시사 점을 도출하는 것이다. 연구의 목적 달성을 위해 C대학교의 학부과정에 참여하고 있는 성 인학습자를 대상으로 설문조사를 실시하였고, 조사참여에 동의하고 측정문항에 결측없이 응답한 111명의 자료를 분석에 활용하였다. 분석방법은 기술통계 및 다중회귀분석을 적용 하였다. 분석결과, 성인학습자의 직업능력 향상에 영향을 미치는 요인은 성인학습자의 현 재직 여부, 목표지향 중심의 참여동기, 대학에서의 유의미학습, 교수와의 상호작용으로 나 타났으며, 다소 약한 수준에서 협력학습이 종속변수에 긍정적 영향을 미쳤다. 삶의 질 향 상에 영향을 미치는 요인은 대학 입학 전 최종학력, 학습가치 중심의 학습특성, 학습지향 중심의 참여동기, 대학에서의 협력학습, 교수와의 상호작용으로 나타났고, 다소 약한 수준 에서 유의미학습이 긍정적 영향을 나타내었다. 본 연구의 결과를 토대로 대학 성인학습자 의 평생학습성과를 높이는 차원에서 시사점을 논의하였다.

The purpose of this study was to explore the factors that affect the lifelong learning outcomes (improving career abilities, improving quality of life) of adult learners participating in university degree programs in terms of personal background, learning characteristics, participation motivation, and learning experiences. The study aims to derive meaningful implications for improving the lifelong learning outcomes of university adult learners. To achieve this purpose, a survey was conducted among adult learners participating in the undergraduate program at University C. A total of 111 participants who agreed to participate in the survey and provided complete responses to the measurement questions were included in the analysis. Descriptive statistics and multiple regression analysis were applied. The results of the analysis revealed that several factors significantly influenced the improvement of adult learners' career abilities. These factors included the adult learners' current employment status, goal-oriented participation motivation, meaningful learning in college, and interaction with faculty. Additionally, cooperative learning had a positive but weaker effect on the dependent variable. Furthermore, various factors significantly influenced the improvement of quality of life among adult learners. These factors included the final education before entering university, learning characteristics centered on learning values, participation motivation centered on learning orientation, cooperative learning in university, and interaction with professors. Meaningful learning also had a positive but weaker effect. Based on the findings of this study, implications for enhancing the lifelong learning outcomes of university adult learners was discussed.

이 연구는 조선족 대학생들의 영어 실력 향상을 위한 기초자료로 활용하고자 시행하였다. 중국 소재 한 대학 203명을 대상으로 조선족과 한족 학부생들의 차이를 분석하고자 위해 기술 통계량 및 t-검정 분석이 사용되었다. 연구 결과는 한족 학생들에 비해 조선족 학생들의 준비성이 현저히 떨어지고 학습 성과도 약하다는 것을 보여주었다. 학습 성과에 미치는 요인들에 대한 분석은 영어 구술능력, 교과과정에 대한 태도, 자신의 영어실력에 대한 신념, 학습 전력에 있어서 그룹간의 유의미한 차이를 보였다. 반면, 학습에 대한 관심에 있어서는 그룹 간의 차이를 보이지 않았다. 본 연구는 EFL 수업에서 조선족 대학생들의 수업 준비성 및 학습 성과를 향상시키기 위한 시사점을 제공하는데 그 의의를 갖는다.

This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates’ English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.

본 연구의 목적은 대학 성인학습자의 개인배경에 따른 기대 학습성과의 차이를 분석하 는 것이다. 이를 위해 대학의 평생교육프로그램에 참여하는 성인학습자의 기대 학습성과는 어떤 것이 있는지 우선 탐색한 후, 각 성과가 개인배경에 따라 어떠한 차이를 분석하고 의 미있는 시사점을 도출하였다. 연구대상은 대학의 평생교육체제 지원사업에 참여하고 있는 일반대와 전문대 총 30개 대학의 성인학습자이며, 조사는 국가평생교육진흥원과 참여 대학 의 협조를 거쳐 2021년 3월 5일부터 3월 25일까지 온라인으로 진행하였다. 조사에 응답한 성인학습자는 총 20개 대학의 592명이었다. 분석방법의 경우, 수집된 주관식 자료는 Python 3 (ipykernel)을 통해 text analysis를 수행하였고, 개인배경에 따른 기대 학습성과의 응답 차이를 확인하기 위해 X2분석을 실시하였다. 연구결과, 대학 평생교육과정에 참여하 는 성인학습자의 기대 학습성과로 가장 높은 빈도를 나타낸 것은 학위 취득이었고, 다음으 로 자격증 취득, 전문지식 습득, 직무능력 향상, 직업전환, 개인적 즐거움이나 자아실현 순 으로 나타났다. 또한 성인학습자의 개인배경(학교유형, 성별, 연령, 최종학력, 결혼여부, 고 용상태, 총 근무경력, 월 가구소득)에 따라 기대 학습성과는 유의미한 차이를 나타냈다. 연 구의 결과를 바탕으로 대학에서 성인을 위한 맞춤형 교육의 실현을 위한 정책적 시사점을 도출하였다.

The purpose of this study was to analyze the differences in expected learning outcomes of adult learners in higher education based on their personal backgrounds. To achieve this goal, the study initially explores the expected learning outcomes of adult learners participating in university lifelong learning programs. Subsequently, it analyzes how each outcome differs according to their personal backgrounds and derives meaningful implications. The study subjects comprise adult learners from 30 universities, encompassing both general and vocational institutions. These participants are engaged in the university's lifelong education system support project. The survey was conducted online from March 5th to March 25th, 2021, in collaboration with the National Institute for Lifelong Education and the participating universities. A total of 592 adult learners from 20 universities responded to the survey. Regarding the analysis method, the collected questionnaire data underwent text analysis using Python 3 (ipykernel). Additionally, a chi-square test was performed to identify differences in responses to the expected learning outcomes based on personal backgrounds. The findings revealed that the highest frequency of anticipated learning outcomes for adult learners engaged in university continuing education courses was achieving a degree, followed by obtaining a certificate, gaining professional knowledge, enhancing job skills, pursuing career changes, and seeking personal enjoyment or self-actualization. Furthermore, significant variations in expected learning outcomes were observed in relation to adult learners' personal backgrounds, including institute type, gender, age, final level of education, marital status, employment status, total work experience, and monthly household income. Based on the study's outcomes, policy implications were formulated to facilitate the implementation of personalized education approaches for adults within the university setting.

Within a sociocultural framework, a growing number of L2 studies claim that learners’ collaborative talk provides opportunities for second language (L2) learning. Despite the increasing interest in such talk, there is little research that presents a holistic analysis and evaluation of interaction patterns embedded in collaborative talk, occurring during joint editing task, as well as the resulting learning outcomes. Recognizing this paucity, the current study examined learners’ interaction doing editing tasks via an in-depth, descriptive analysis. Delayed post-tests were conducted on the specific linguistic items produced during the tasks in order to assess learning outcomes of the collaborative talk. This study presents several new findings and raises issues that the major sociocultural-based research undertaken to date has neglected. A major finding is that, unlike promising findings in the L2 literature in relation to the role of collaborative talk, this study does not show any robust evidence that learners’ collaborative talk promotes L2 learning. Also, it demonstrates that interactional features in the talk were often non-collaborative. This provides a possible explanation for the less positive role of collaborative talk in L2 learning. The study implies that the nature of interaction in learners’ dialogue may not be always collaborative. Therefore, it is important that researchers and teachers have realistic expectation of learners’ dialogue, which may include interaction of an intricate and often complex nature.

Future generations are inheriting a world filled with complex, environmental decisions to make on a global scale. In response, curriculum focused on humanity’s relationship with the environment is one of the fastest trending areas within higher education. Uniquely within the Minnesota State Colleges and Universities (MNSCU) system, all four-year universities require students to enroll in a “People and the Environment” course that contains learning outcomes focused on contemporary environmental challenges as well as the interconnectedness between the natural environment and human society. The current research examined these courses across three MNSCU universities through administering a pre- and post-course instrument to students that measured growth in environmental knowledge, attitudes, and behavior. The results indicate statistically significant differences between participants’ pre- and post- environmental knowledge scores, especially when compared to a larger sample of Minnesotans. Additionally, a post-course instrument administered to the faculty regarding their instructional methods suggests that specific instructional methods—including team teaching—were correlated with significant gains in student learning outcomes. Overall, the study reveals specific approaches in evaluating learning outcomes as well as best practices for future coursework based on environmental education.

본 연구는 대학 신입생을 대상으로 한 파이썬 입문 강의에서 블록 기반, 텍스트 기반, 혼합형 교수법의 효과성을 조사하였다. 60명의 학생이 세 그룹으로 무작위 배정되어 각기 다른 교수법을 13주간 적용받았다. 학습 성과, 문제 해결 능력, 학생 태도는 시험, 코딩 연습, 설문 조사 및 인터뷰를 통해 평가되었다. 결과적으로 모든 그룹에서 유의미한 향상이 나타났으며, 혼합형 교수법을 적용한 그룹이 가장 높은 사후 평가 점수(81.2점)와 최종 프로젝트에서 최고 성과(평균 89.3점)를 기록하였다. 혼합형 교수법은 블록 기반 프로그래밍의 접근성과 텍스트 기반 코딩의 심층성을 효과적으로 결합하여, 시각적 표현에서 텍스트 표현으로의 점진적인 전환을 통해 학습을 단계적으로 지원하였다. 이 접근법은 다양한 학습자의 요구를 충족시키면서도 고급 프로그래밍 기술 습득을 준비하도록 설계되었다. 혼합형 그룹의 학생들은 자신감, 즐거움, 몰입감에서 가장 큰 향상을 보고하였다. 연구 결과는 혼합형 교수법이 개념적 이해, 코딩 숙련도 및 학습 만족도를 증진하는 데 가장 효과적임을 강조하고 있다.

This study investigates the effectiveness of block-based, text-based, and hybrid instructional approaches in introductory Python courses for community college freshmen. Sixty students were randomly assigned to three groups, each following a distinct instructional method over a 13-week semester. Learning outcomes, problem-solving skills, and student attitudes were evaluated using exams, coding exercises, surveys, and interviews. The results revealed significant improvements across all groups, with the hybrid approach achieving the highest post-test scores (81.2 points) and the best project performance(average of 89.3 points in the final project). The hybrid method effectively combined the accessibility of block-based programming with the depth of text-based coding, employing a gradual transition from visual to textual representations. This approach scaffolded learning, addressing the needs of diverse learners while equipping them with advanced programming skills. Students in the hybrid group reported the greatest improvements in confidence, enjoyment, and engagement. The findings underscore the hybrid approach as the most effective for promoting conceptual understanding, coding proficiency, and overall satisfaction among diverse learners.