Earticle

ICT education has a great impact on the national economy in modern society. ICT provides a great opportunities to improve the effectiveness of our teaching methods. Using ICT tools, we have adopted innovative approaches to teaching, utilized digital tools, and focused on student-centered learning to improve students’ learning achievement. As a result of conducting classes using ICT tools, students preferred on-time testing platforms such as Kahoot and Quizzes, and responded that learning with ICT was attractive and beneficial. We also found that students lacked personal equipment, which hindered their ability to fully utilize the platform.

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners’ satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants’ perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants’ perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

본 연구는 성인간호학 분야의 심장계 환자간호에서 팀기반학습 프로그램을 개발하고, 간호학생들에게 적용 하여 교과목 학습성과로서 문제해결능력, 비판적 사고성향, 학업성취도, 그리고 수업만족도에 미치는 영향을 확인하 기 위해 시도되었다. 연구방법은 비동등성 대조군 전후설계인 유사실험연구이고, G시 4년제 간호학과 2학년 학생들 을 편의표집하여 실험군 52명, 대조군 54명을 대상으로, 실험군은 2014년 2학기 중 주당 3시간씩 2주 동안 팀기반학 습을 적용하고, 대조군은 동 기간동안 강의 및 사례적용 발표수업을 제공하였다. 연구 결과, 팀기반학습을 적용한 실 험군과 적용하지 않은 대조군의 문제해결능력(F=5.92, p=.017)과 수업만족도 점수(F=5.80, p=.018)는 실험군이 대조군 보다 통계적으로 유의하게 높았다. 그러나 비판적 사고성향과 학업성취도 점수는 실험군이 대조군보다 높았으나 통 계적인 유의한 차이는 없었다. 이상의 연구결과를 통해 간호교육에 팀기반학습의 적용은 간호학생들의 중요한 학습 성과인 문제해결능력에 긍정적인 영향을 미치고, 수업만족도를 높일 수 있음이 확인되었다.

This study was performed to develop and evaluate the effects of Team-Based Learning(TBL) on cardiac problem in adult nursing. The study measured problem-solving ability, critical thinking disposition, academic achievement and, class satisfaction for learning outcomes of course. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of TBL. Experimental group and control group each consisting of 52, 54 participants was picked from the junior students. The experimental group was given the TBL for 6 hours and control group was given a lecture and case-based announcement class. In results, significant improvements were found in problem-solving ability(F=5.92, p=.017), and class satisfaction(F=5.80, p=.018). Critical thinking disposition and academic achievement of experimental group were improved than those of control group, but there were not statistically significant difference.

Purpose: The study aimed to evaluate the efficacy of an online program developed to improve community health nursing practice. Methods: After applying the online program, the achievement level of learning outcomes and satisfaction with content were evaluated. Results: A total of 124 students participated in this study. The achievement level of all 15 learning outcomes significantly increased after applying online program. in pre-post test. The mean score for learning outcomes ranged from the lowest of 4.33 to the highest of 4.76 out of 5, indicating a high overall level of achievement. The content that contributed the most towards achieving the learning outcomes was core nursing skills, scoring 4.70 out of 5. Lecture and pre-learning had the highest satisfaction rate at 72.6%, respectively. The area with the highest demand for improvement was practical education, which was 50.0%. Conclusion: In this study, the online program was effective in achieving learning outcomes. It is It is necessar y to consider the expanding and paralleling online practice that can contribute to the achievement of learning outcomes.

The purpose of this study was to identify the effects of nursing simulation-based practice education on learning outcome and teaching experience in nursing students. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of nursing simulation-based practice education. The subjects were 96 students of a nursing college. All subjects participated in 6 week. The data were analyzed by the SPSS win 17.0 program. The results were as follows; There were statistically significant differences in learning outcome and teaching experience effects of nursing simulation-based practice education in nursing students. In conclusion, we required nursing simulation-based practice education and small group discussion analysis of factors are associated with goal-setting skills and self-presentation skills, goal setting skills. We required nursing simulation-based practice education training to strengthen the ability of self-directed learning program utilizing the repeated study.

본 연구는 핵심역량 체계를 기반으로 새롭게 개발·운영된 교양교과목을 수강한 대학생을 대상으로 수업참여 경험이 학습성과 만족도에 미치는 영향을 실증적으로 분석하는 데 목적이 있다. 이를 위해 충남 소재 H대학교의 신규 교양교과목 수강생 217명을 대상으로 온라인 설문조사를 실시하였으며, 수업참여 경험의 구성요인인 전반적 수업참여 만족도, 교수자 상호작용, 학습지원 및 평가를 독립변수로, 교과목 학습성과 만족도를 종속변수로 설정하여 분석하였다. 또한 교과목 개발 단계에서 설정된 핵심역량 정보를 활용하여 탐구역량, 상생역량, 진취역량 유형에 따른 차이를 함께 검토하였다. 자료분석은 Python을 활용하여 기술통계, 신뢰도 분석, 상관분석, 다중회귀분석 및 일원분산분석을 실시하였다. 연구결과, 학생들의 핵심역량 기반 신규 교양교과목에 대한 인식은 전반적으로 긍정적으로 나타났으며, 교수자 상호작용에 대한 만족도가 가장 높게 확인되었다. 또한 전반적 수업참여 만족도, 교수자 상호작용, 학습지원 및 평가는 모두 학습성과 만족도에 유의한 정적 영향을 미치는 것으로 나타났으며, 이 중 학습지원 및 평가의 영향력이 가장 큰 것으로 확인되었다. 반면 핵심역량 유형 자체는 학습성과 만족도에 유의한 영향을 미치지 않는 것으로 나타났다. 이러한 결과는 핵심역량 기반 교양교육의 효과성이 역량 유형의 차이보다 학생이 실제 수업에 참여하면서 경험하는 교수자 상호작용, 학습지원 및 평가 경험에 의해 더욱 크게 설명될 수 있음을 시사한다.

This study examined the effects of student participation experiences on learning outcome satisfaction in newly developed competency-based liberal arts courses. Data were collected from 217 students enrolled in liberal arts courses at H University and analyzed using descriptive statistics, correlation analysis, multiple regression analysis, and ANOVA. The results showed that students generally perceived the courses positively, with instructor-student interaction showing the highest level of satisfaction. Overall participation satisfaction, instructor interaction, and learning support and evaluation were found to have significant positive effects on learning outcome satisfaction. Among these variables, learning support and evaluation had the strongest influence. However, competency type itself did not significantly affect learning outcome satisfaction. These findings suggest that the effectiveness of competency-based liberal arts education depends more on the quality of students' participation experiences than on competency categories. Therefore, future quality management of university liberal arts education should focus on enhancing student participation experiences, including instructor interaction and learning support systems.

In today’s rapidly changing educational environment, there is an increasing demand for a flexible and repeatable system that supports the full cycle of curriculum development, operation, assessment, and continuous improvement. The widely used Plan-Do-Check-Act (PDCA) model has shown structural limitations, particularly in providing real-time feedback, agile improvement, and data-driven operations. To address these challenges, this study proposes EduOps, an educational operations model inspired by the core philosophy of DevOps. EduOps consists of six stages - Plan, Design, Deploy, Operate, Monitor, and Improve - and features a modular architecture that integrates curriculum planning, automated course delivery (CI/CD), performance monitoring, and AI-based feedback tracking. Unlike prior uses of the term “EduOps,” which largely referred to IT service or educational technology operations, this study defines EduOps as a higher-education-centered lifecycle management system that technologically unifies curriculum design, operation, and feedback in a continuous loop. A prototype implementation was developed and applied to actual courses, with effectiveness validated through both quantitative indicators (student performance, engagement metrics) and qualitative evaluations (faculty interviews, learner feedback). Results demonstrate that EduOps enhances agility and transparency in classroom operations, supports continuous outcome-based improvement, and provides a foundation for data-driven innovation. This research establishes EduOps as a distinct, replicable model for Education 4.0 and demonstrates its practical viability in higher education.

Objective : The spontaneous intracerebral hemorrhage (ICH) remains a significant cause of mortality and morbidity throughout the world. The purpose of this retrospective study is to develop multiple models for predicting ICH outcomes using machine learning (ML). Methods : Between January 2014 and October 2021, we included ICH patients identified by computed tomography or magnetic resonance imaging and treated with surgery. At the 6-month check-up, outcomes were assessed using the modified Rankin Scale. In this study, four ML models, including Support Vector Machine (SVM), Decision Tree C5.0, Artificial Neural Network, Logistic Regression were used to build ICH prediction models. In order to evaluate the reliability and the ML models, we calculated the area under the receiver operating characteristic curve (AUC), specificity, sensitivity, accuracy, positive likelihood ratio (PLR), negative likelihood ratio (NLR), diagnostic odds ratio (DOR). Results : We identified 71 patients who had favorable outcomes and 156 who had unfavorable outcomes. The results showed that the SVM model achieved the best comprehensive prediction efficiency. For the SVM model, the AUC, accuracy, specificity, sensitivity, PLR, NLR, and DOR were 0.91, 0.92, 0.92, 0.93, 11.63, 0.076, and 153.03, respectively. For the SVM model, we found the importance value of time to operating room (TOR) was higher significantly than other variables. Conclusion : The analysis of clinical reliability showed that the SVM model achieved the best comprehensive prediction efficiency and the importance value of TOR was higher significantly than other variables.

문제해결역량에 영향을 미치는 선행요인을 찾는 연구나 문제중심학습에 대한 연구는 많이 진행되었으나, 역량의 인과관계적 모형에 입각하여 문제해결행동이 학습성과에 미치는 영향에 대한 연구는 부족하였다. 때문에 본 연구는 문제해결행동이 학습성과에 미치는 영향을 살펴보고 그 과정에서 교수자의 문제해결지원이 어떠한 영향을 미치는지에 대해 분석을 진행하여 교수학습 전략을 제시하고자 한다. 이를 위해 2015년 한국교육개발원의 제9회 한국교육종단연구 학술논문공모의 「대학의 교수․학습 질 제고 전략 탐색 연구」에서 활용한 한국대학생의 교수·학습과정에 관한 설문조사지(NASEL: National Assessment of Student Engagement in Learning)를 통해 2011~2014년도에 수집된 데이터를 제공받아 2015년 6월부터 11월까지 연구가 진행되었다. 먼저 ‘대학생의 문제해결 행동이 학습성과에 미치는 영향’에 대해서 분석하고, 교수자의 문제해결지원 활동의 영향을 검토하였다. 분석결과, 문제해결행동의 수준이 높을수록 학습성과의 수준이 높아졌으며, 문제해결 지원의 수준이 높은 경우가 낮은 경우보다 문제해결 행동을 통해 학습성과 수준이 더 높아진다는 것을 알 수 있었다. 대학의 교수학습과정에서 학생들의 문제해결행동을 적극 유도하는 방식의 수업설계와 문제해결을 지원하는 교수법개발에 관한 후속연구가 가능하다.

Many researches have been conducted to find precedence factors that have an influence on problem solving behavior; however, the researches of the impacts on a learning outcome of problem solving behavior based on paradigm of competence -causal relationship have been insufficient. Therefore, the purpose of this study is to suggest a strategy of teaching-learning by performing an analysis of how the problem solving support of the instructors has the impact on a problem solving behavior and how the problem solving behavior has influence on the learning outcome. To do this, ‘the impact of the learning outcome that problem solving behavior of college students bring out through a survey(NASEL: National Assessment of Student Engagement in Learning) of the professional study of Korean-College students is analyzed, and reviewed the influence of an activity of the professional problem solving support. As a result of the analysis, the higher level of problem solving behavior was, the higher result of learning outcome was. Likewise, a case with high-level of problem solving support recorded higher learning outcome than the case with low-level of problem solving support. Future researches of development of teaching method supporting problem solving and curriculum in order to induce the problem solving behavior of college students will be possible through this analysis.

이 연구에서는 메타분석을 활용하여 예비교사들을 위한 문제해결 중심학습이 특수교육 학습성과에 미치는 영향에 대한 전체 효과와 특수교육 학습성과의 크기 차이에 영향을 미치는 하위변인이 무엇인지 살펴보았다. 이를 위해 예비교사를 대상으로 문제해결 중심학습을 실시하고 특수교육 관련 학습성과를 알아본 국내 실험연구 8편을 선정하여 메타분석을 실시하였다. 연구 결과 프로젝트 학습을 적용한 연구가 3편, 액션러닝을 적용한 연구가 3편, 문제중심학습을 적용한 연구가 2편으로 나타났다. 전체 8편의 연구물 모두 유의한 효과크기를 보였고, 전체 효과크기는 0.729 (95%CI = 0.54∼0.91)인 중간 정도로 나타났다. 또한 문제해결 중심학습에 대한 하위집단으로 독립변인, 교과목, 소집단 구성원의 수, 종속변인에 따른 효과크기는 유의한 차이가 있는 것으로 나타났다. 효과 크기가 가장 큰 하위집단은 문제중심학습, 통합교육(교과), 통합교육 인식이었다. 소집단 구성원 수의 경우 구성원 수가 5명 이하인 경우 학습성과가 더 큰 것으로 나타났다. 이 연구의 결과는 문제해결 중심학습이 예비교사의 특수교육 학습성과를 향상시킬 수 있음을 보여주었다. 따라서 예비교사들의 특수교육학습 성과를 높이기 위해 효과의 크기에 영향을 미칠 수 있는 하위변인들을 반영한 문제해결 중심학습의 활성화가 필요할 것으로 생각된다.

The purpose of this study is to verify the overall effect of problem solving based learning for pre-service teachers and subgroup variables that affect the learning outcomes of special education by using meta-analysis. For this purpose, eight experimental studies which problem solving based learning was conducted for preservice teachers and investigated the effect of special education-related learning outcomes was analyzed. As a result of the study, three studies applied project based learning, three studies applided action learning, and two studies applied problem based learning. All eight studies showed a significant effect size, and the overall effect size was 0.729 (95% CI = 0.54 ∼ 0.91), which was moderate. The results of subgroup analysis showed that there were significant differences in the effect size according to the independent variable, subject, the number of group members, and the dependent variables. The subgroups with the largest effect size were problem-focused learning, inclusive education, and perception about inclusive education. As for the number of group members, it was found that learning outcomes were greater when the number of members was less than 5 than when the number of members exceeded 5. The results of this study suggested that the necessity of activating problem solving based learning for in special education for pre-service teacher.

본 연구의 목적은 플립러닝 기반 토론활동에서 토론효능감과 학업성과 간의 관계에서 사전학습 인지수준의 매개효과를 검증하는 것이다. 이를 위해 모 대학교 2017년 2학기 평생교육 프로그램개발을 수강하는 97명의 학부생의 데이터를 6주간 추출하였다. 변수의 측정을 위해서 플립러닝 기반 학습자 사전학습 후 인지수준과 토론효능감을 측정하였다. 위계적 회귀분석 방법으로 매개효과를 검증하였다. 연구의 결과는 사전학습 인지수준이 원리이해 수준의 학습자가 토론효능감에서 자아효능감과 학업성과를 예측하는 것으로 나타났다. 또한, 사전학습 인지수준이 원리이해 수준의 학습자와 문제해결 수준의 학습자는 의사소통효능감과 학업성과를 매개하였다. 이러한 결과는 플립러닝 기반 토론활동에서 학습자의 토론효능감이 플립러닝 첫 단계인 사전학습 인지수준에 따라 학업성과로 이어질 수 있음을 시사한다. 이상의 결과를 바탕으로 교육적 시사점을 도출하고 후속연구를 제안하였다

The purpose of this study is to examine the mediation effect of cognitive level of preparations between discussion efficacy and learning outcome in flipped learning based discussion. For this purpose, datum from 97 undergraduate students from ‘A’ University who registered for lifelong education program development course were extracted. For the measurement of the variables, the test for cognitive level of preparations and discussion efficacy were executed. The mediation effect was tested by a hierarchical regression analysis. The results showed that the level of principle understanding for discussion forum mediated self efficacy and learning outcome. Both the level of principle understanding for discussion forum and the level of problem solving mediated communication efficacy and learning outcome. Such results identified how discussion efficacy in learning outcome leads to academic success through online preparing in classloom activity. Based on the results, instructional implications were discussed and follow-up studies were proposed.

본 연구는 사회복지조직에서의 조직학습 적용가능성을 실증적으로 탐색하는 것이다. 조직학습(organizational learning)은 외부환경의 불확실성에 따른 조직 대처의 한 방법으로, 새로운 지식과 기술을 조직적 차원에서 학습하여 조직행동을 개선해 나가는 것이다. 영리조직을 중심으로 발달한 조직학습이론이 사회복지조직에도 적용될 수 있을지에 대한 가능성을 D사회복지기관의 사례를 통해 확인코자 한다. 연구의 주된 초점은 D사회복지기관의 조직학습 수준과 조직적 학습을 통한 성과중심의 프로그램 기획/관리능력 향상정도였다. 연구결과는 D사회복지기관의 조직학습 수준이 기업이나 공공조직의 조직학습 수준보다 낮았으나, 조직학습을 통한 프로그램 기획/관리 행동은 긍정적으로 향상되었다. 향후, 사회복지조직들이 외부환경에 민감하게 반응하고, 클라이언트와 지역사회 문제 해결을 위해 경쟁력 있는 전문 서비스조직으로 인정되기 위해서는 조직학습구축이 조직혁신전략으로 활용될 필요가 있음이 시사되었다.

This study attempts to explore social welfare organization's program planning education and learning outcomes on the organizational learning theory. D social welfare center's social workers participated in education and consulting to service program planning, management and evaluation skill and tool. After education and consulting, it measured D's organization learning level and learning outcome. The results of the analysis are the followings; First, mean value for the degree of organizational learning is 3.58(standard error .23), 3.74(standard error .33) in the individual, 3.32(standard error .28) in the team level, and 3.65(standard error .41) in the organizational level at the subordinate area. Second, 9 participant's learning outcome examined "Program Accountability Quality Scale". The result of the analysis is that pre-test score was 45 and post-test score was 66. The score has improved 21, therefore social worker's planning capacity became higher. In conlusion, the level of a organization learning of social workers was confirmed experientially that it could be a means of enhancing the program planning, management and evaluation capacity on the application logic model and outcome measurement.

목적 본 연구에서는 프로젝트기반학습의 체계적 설계 및 적용을 위해 국내 성인학습자 대상 프로젝트기반학습 연구를 대상으로 연구의 일반적⋅교육적 요소, 프로젝트 유형, 학습효과를 분류하였다. 방법 체계적 문헌분석 방법을 적용하여 연구를 수행하였으며, ‘프로젝트기반학습’, ‘프로젝트학습’, ‘팀 프로젝트’ 등의 키워드로2010년부터 발표된 문헌을 수집하였다. 본 연구의 연구문제와의 관련성 등을 고려한 선정 기준에 따라 총 32편을 분석 대상 논문으로 선정하였다. 선행연구의 분석 기준과 PjBL 관련 선행연구를 참고하여 분석 준거를 도출하여 분석 대상 논문들의 일반적 요소, 교육적 요소, 프로젝트 유형, PjBL의 학습효과를 분석하였다. 결과 프로젝트기반학습 선행연구에서 제시한 준거를 기준으로 분석한 결과, 프로젝트 유형은 만들기형, 문제해결형, 연구보고서형, 경험형 순으로 나타났으며, 프로젝트 학습효과는 학습자의 정의적 영역을 다룬 연구가 과반 이상을 차지하고 있었으며, 행동적 측면, 인지적 측면 순으로 나타났다. 대다수의 학습효과는 자기보고식 설문을 통해 측정되었다. 결론 PjBL을 설계할 때 고려해야 할 요소를 구체적 사례와 실증연구를 통해 종합⋅분석하여, 향후 프로젝트기반학습 설계 및 후속연구에 필요한 기초자료로 활용될 수 있을 것이다.

Objectives The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. Methods A systematic literature analysis was conducted, and 32 published domestic studies were collected using keywords such as “project based learning,” “team project,” “PBL,” and “PjBL” as search terms. Results The main results of the analysis based on the criteria presented in the previous research on project-based learning showed that the project types were in the order of making, problem-solving type, research type, and experiential type. Also, more than half of the studies dealing with learners' affective outcome were in the order of behavioral outcome and cognitive outcome. Most of the learning outcomes were measured through self-report questionnaires. Conclusions Based on the findings, it can be used as basic data necessary for future project-based learning design and follow-up research.

본 연구의 목적은 성인대상 이러닝 기반 개발교육과목을 통해 수강생들의 공적개발원조(ODA)와 개발협력에 대한 인지와 태도의 변화추이를 분석하여 교과개발을 위한 기초자료 제공 및 개발교육 활성화를 위한 제언을 도출하는데 있다. 이를 위해 서울 소재 S사이버대학의 2014년 2학기 ‘국제개발과 해외자원봉사’ 교양과목 수강생을 대상으로 실험연구 를 실시하였다. 사전-사후 설문조사에 모두 응답한 89명을 분석대상으로하였으며, 대응표본 t-검증을 실시하였다. 연구결과 인지적 영역과 태도적 영역에 모두 유의미한 학습효과성이 나타났다. 인지적 영역 중 개발도상국의 주요 당면과제에있어 최대 현안인 빈곤문제에 대한 인지가 높아졌고, 교육․보건․식수 등 유엔 밀레니엄개발목표(MDG)에 포함된 내용에 대한 인지도가 상승했다. 개발협력의 핵심 기초지식 즉, MDG, 한국정부의 원조수행, OECD 개발원조위원회 가입 등의 내용을 습득한 것으로 나타났다. 태도적 측면에서도 개발협력에 대한 관심도와 해외 자원활동에대한 참여의지 상승, 1인당 ODA 기여액의 증액에 동의하였다. 본 연구를 통해 개발교육 이러닝化의 고려 요소, 블렌디드 러닝의 도입, 그리고 개방형 온라인 공개강좌(MOOC)와 원격고등교육기관 등의 활용을 통해 성인대상 이러닝기반 개발협력 교육을 활성화시킬 것을 제언하였다.

The research aims at analyzing the extent to which e-learning based development education course gives an impact on adult learner’s cognitive and attitudinal outcome on official development assistance (ODA) and international development, and providing an evidence based reference to explore the relevant course development. And It finally suggests how e-learning based development education be invigorated. In order to achieve the above goals, A paired t-test between pre and post class is conducted to eighty-nine (89) students who take the course of “International Development and Overseas Volunteering”at a cyber university in Seoul during the second semester of the academic year of 2014. As a result, e-learning based development education course is tested to give a meaningful impact on student’s cognitive and attitude. More specifically, it addresses that students can perceive poverty as the most serious challenges in the globe, following education, health, clean water accessibility, which are included in the Millenium Development Goals (MDG) in post-test. Furthermore many of them comprehend basic knowledge of development cooperation, such as MDG, Korea’s ODA, Affiliation with OECD/DAC. Regarding attitude, it shows that students become more attentive to development cooperation and more importantly, demonstrates more willingness to participate in overseas voluntary activities than those in the pre-test. In addition, they vote for increasing individual contribution to ODA. The research gives some significant implications on traditional development education, such as main factors to be referred for conversion to e-learning course development and running, blended learning. Finally, it suggests that utilization of MOOCs and on-line higher education institutions should be promoted so that it may play a vital role in disseminating development education to its adult learners.

본 연구는 웹기반 프로젝트학습에서 학습자간 상호작용과 학습실재감이 성취도와 만족도를 예측하는지 알아보기 위해서 15주 동안 프로젝트학습을 진행한 63명의 대학생을 대상으로 연구를 진행하였다. 연구 결과 첫째, 학습자 간 상호작용은 β = .76로 성취도를 유의미하게 예측하는 변인으로 조사되었으나(t = 9.15, p < .05), 만족도에 대한 예측은 유의미하지 않았다. 더 나아가 학습자 간 상호작용의 하위변인인 과제관련과 과제비관련 변인에 대해서 분석한 결과 학습자 간 상호작용은 그 유형과 관계없이 모두 성취도를 유의미하게 예측하는 것으로 조사 되었다. 둘째, 학습실재감은 β = .63로 만족도를 유의미하게 예측하였으나(t = 6.35, p < .05), 성취도에 대한 예측은 유의미하지 않았다. 또한 인지적, 감성적, 사회적 실재감으로 분류된 학습실재감 하위요인 중 인지적실재감만이 β = .70으로 만족도를 유의하게 예측하는 것으로 분석되었다(t = 7.74, p < .05).

To investigate the influence of learner interaction and perceived presence level on the outcomes of learning, this study sampled 63 undergraduate students enrolled in a Web-based project course which lasted for 15 weeks. The numbers of task-related and task-not-related interaction in student messages were counted by sentence-unit. Perceived learning presence composed of cognitive, social, and emotional level was assessed by self-report items. Learning outcomes were gathered in terms of achievement and satisfaction. Followings are the results: (1) Total interaction significantly predicted achievement, β = .76 (t = 9.15, p < .05), but not satisfaction. (2) Task-related interaction significantly predicted achievement, β = .40 (t = 3.69, p < .05), and so did task-not-related interaction, β = .45 (t = 4.23, p < .05). (3) Learning presence significantly predicted satisfaction, β = .63 (t = 6.35, p < .05), but not achievement. (4) Among the sub-factors of learning presence, only cognitive presence significantly predicted satisfaction, β = .70 (t = 7.74, p < .05), but not social and emotional presence. These results indicated that interaction and learning presence could be critical factors to improve learning outcomes in Web-based project learning. Details on the predictive power of each sub-factors could be used as the basis of future instructional design.

이 연구의 목적은 팀 기반 프로젝트 학습에서 학습성과에 영향을 미치는 팀효능감과 태만의 효과를살펴보는 것이다. 이를 위해 H 대학교 사회복지학과에서 팀 기반 프로젝트 학습으로 진행된 수업 사례를 분석하였다. 2019년에 개설된 전공수업에 참여한58명의 대학생을 대상으로 자료를 수집하고 위계적회귀분석으로 팀효능감과 지각된 태만이 학습성과에미치는 영향과 두 변인의 상호작용효과를 규명하였다. 분석결과, 첫째, 팀효능감은 학습성과에 정적 영향을 미쳤다. 둘째, 지각된 태만은 개인의 학습성과에 통계적으로 유의한 영향을 미치지 않았다. 셋째, 팀효능감과 지각된 태만의 상호작용효과는 학습성과에 유의한 영향을 미치며, 지각된 태만이 학습성과에미치는 부정적 영향을 팀효능감이 감소시키는 것으로 나타났다. 연구결과에 기반하여 팀 기반 프로젝트학습의 학습성과를 높이기 위한 방안에 대해 논의하였다.

The purpose of this study is to examine the effects of team efficacy and perceived loafing on learning outcome in team-based project learning. For this purpose, questionnaire survey was conducted to 58 students who enrolled the adolescent welfare class in 2019 at H University. A hierarchical regression analysis was conducted for the effects of team efficacy and perceived loafing on learning outcomes and the interaction effect between two variables. Main results of this study were as follows. Team efficacy had a positive effect on learning outcomes. Second, perceived loafing did not have a statistically significant effect on learning outcomes. Third, the interaction effect of perceived loafing and team efficacy on learning outcomes was significant. In particular, the negative effect of perceived loafing on learning outcomes was reduced by team efficacy. Based on the research results, a plan to increase the learning outcome of team-based project learning was discussed.

본 연구는 팀 기반 프로젝트 학습에서 협력적 자기효능감과 팀 효능감이 학습 성과에 미치는 영향을 규명하는 것을 목적으로 한다. 협력적 자기효능감은 개인 학습자의 성과뿐만 아니라 팀 전체의 성과에도 중요한 영향을 미치는 요인이다. 또한, 팀이 지각하는 효능감 역시 학습 성과에 중요한 역할을 한다. 이를 검증하기 위해 H대학교 사회복지학과의 팀 기반 프로젝트 수업을 수강한 학생들을 대상으로 설문조사를 실시하였다. 먼저, 협력적 자기효능감이 학습 성과에 미치는 영향을 분석하기 위해 회귀분석을 수행하였다. 다음으로 협력적 자기효능감과 학습 성과 간의 관계에서 팀 효능감의 매개효과를 확인하기 위해 위계적 회귀분석을 통해 매개효과를 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 협력적 자기효능감은 학습 성과에 유의한 영향을 미쳤다. 둘째, 협력적 자기효능감은 팀 효능감에 유의한 영향을 미쳤다. 셋째, 팀 효능감은 학습 성과에 유의한 영향을 미쳤다. 팀 효능감의 완전매개효과가 확인되었고 통계적으로 유의했다. 연구결과를 바탕으로 팀 기반 프로젝트 학습의 학습 성과를 높

In team-based project learning, self-efficacy for group work among team members is important for successful task performance. This is because it not only influences individual learning outcomes but also team performance. In addition to self-efficacy for group work, the team efficacy plays a significant role in learning outcomes. Therefore, this study aims to investigate the relationships among self-efficacy for group work, team efficacy, and learning outcomes in team-based project learning. To achieve the purpose of the study, a survey was conducted among students enrolled in a major course offered as a team-based project class in the Department of Social Welfare at H University. Regression analysis was conducted to examine the effect of self-efficacy for group work on learning outcomes in team-based project learning. To examine the mediating effect of team efficacy on the relationship between self-efficacy for group work and learning outcomes, hierarchical regression was used to analyze the mediating effect. The main findings of this study are as follows First, self-efficacy for group work had a significant effect on learning outcomes. Second, self-efficacy for group work had a significant effect on team efficacy. Third, team efficacy significantly influenced learning outcomes, with complete mediation effects of team efficacy being statistically significant. Based on these results, implications for enhancing learning outcomes in team-based project learning were discussed.

본 연구는 전문대학 학습자의 사이버교육 기반 토론학습(Cyber Education Based Argumentation Learning)에서 토론학습자간의 사회연결망 결속 중 포괄성(inclusiveness)과 중심성(centrality) 그리고 집단 구성 방식이 토론성과와 만족도에 어떠한 영향을 미치는지를 실증적으로 분석하였다. 포괄성이 높을수록 토론성과가 높은 것으로 나타났고, 집단 구성원들 간에 중심성이 높을수록 토론성과가 높았다. 만족도의 경우 포괄성이 높을수록 만족도가 높았고, 중심성이 높은 집단이 만족도가 높았다. 특히 중심성이 높은 경우 만족도에서 상호작용효과가 나타났다. 그러나 집단 구성 방식에 따른 토론성과에서는 낯설은 동료로 이루어진 집단이 오히려 토론성과가 높았으며, 만족도에서는 유의미한 차이가 나타나지 않았다.

The purpose of this research is to analyze the effects of social network among learners and grouping on outcome of argumentation and satisfaction degree of learners' network in web based argumentation learning in cyber education based argumentation learning in junior colleges. First, The result of experiment showed that learner's social network was statistically significant when inclusiveness of learners' interaction was differentiated. Second, The result of experiment showed that the satisfaction degree of learners' argumentation was statistically significant high when inclusiveness of learners' interaction was high. Third, According to the results of experiment, the grouping of learners' argumentation learning was statistically significant when group consisted of not familiar learners was gotten on outcome of argumentation. However, the grouping of learners' argumentation learning was statistically significant when group consisted of not familiar learners was gotten on satisfaction degree of learners' argumentation.

Based on Social Cognitive Career Theory, this study examined how digital career learning experiences affect career outcome expectations among engineering undergraduates at a university of technology in Shandong Province, China. It also analyzed the mediating role of career decision-making self-efficacy. Digital career learning experiences included online career information search, university career platforms, remote counseling, online mentoring, role model observation through social media and videos, and digital portfolio development. The sub-factors were performance accomplishments, verbal persuasion, vicarious learning, emotional stability, and positive emotion. Data were collected from 262 engineering undergraduates and analyzed using descriptive statistics, correlation analysis, multiple regression analysis, supplementary regression analysis with control variables, and bootstrap-based mediation analysis. The results showed that vicarious learning, emotional stability, and positive emotion significantly predicted career outcome expectations. Verbal persuasion, vicarious learning, emotional stability, and positive emotion significantly predicted career decision-making self-efficacy. Career decision-making self-efficacy fully mediated the effects of vicarious learning and emotional stability and partially mediated the effect of positive emotion. Verbal persuasion showed a suppression effect, while performance accomplishments had no significant effect. These findings suggest that digital career support should strengthen role model learning, emotional stability, and positive career-related emotions.

본 연구는 Biggs(2003)의 3P 학습 시스템 모형을 기반으로 학업적 자기조절, 과제가치, 심층적 학습접근방식, 피상적 학습접근방식, 만족도와 성취도 간의 관계를 규명하여 향후 원격평생교육 학습자들의 학습성과를 향상시킬 수 있는 방안을 마련하고자 하였다. 이를 위해 원격평생교육원에서 원격기반 학점은행제 강좌를 수강하는 수강생 407명을 대상으로 연구를 진행하였으며 구조방정식 모형분석 방법을 사용하였다. 연구 결과는 첫째, 학업적 자기조절과 과제가치가 심층적 학습접근방식에 정적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 학업적 자기조절과 과제가치는 피상적 학습접근방식에 유의한 영향을 미치지 못하는 것으로 확인되었다. 셋째, 심층적 학습접근방식과 피상적 학습접근방식 모두 만족도에 정적으로 유의한 영향을 미치는 것으로 드러났다. 넷째, 심층적 학습접근방식은 성취도에 정적으로 유의한 영향을 미쳤으며 피상적 학습접근방식은 성취도에 부적으로 영향을 미치는 것으로 확인되었다. 본 연구결과는 3P 학습 시스템 모형을 통해 원격기반 학점은행제 학습자의 학업적 자기조절, 과제가치, 심층적 학습접근방식, 피상적 학습접근방식과 학습성과와의 관계를 검증하고 궁극적으로는 향후 원격평생교육 학습자들의 질 높은 학습을 유도하여 학습성과를 높이기 위한 방안을 마련하는 기초적인 토대를 제공한다는 점에서 의의가 있다.

The purpose of the study is to examine structural relationships among academic self-regulation, task value, deep approach to learning, surface approach to learning, satisfaction and academic achievement using the 3P model and to draw implications on how to increase learners’ satisfaction and academic achievement. The research participants were 407 students who were registered for cyber lectures through an distance lifelong education institution in South Korea. Structural equation modeling was employed to validate the proposed model. First, the result revealed that academic self-regulation and task value had a positive effect on the deep approach to learning. Second academic self-regulation and task value did not have a significant effect on the surface approach to learning. Third, the deep approach to learning and surface approach to learning had a positive effect on satisfaction. Lastly, the deep approach to learning had a positive effect on satisfaction, and surface approach to learning had a negative effect on academic achievement. This study empirically examined the relationship among academic self-regulation as student variables, the task value as teaching context variables in presage stage, the deep approach and surface approach as process variables in process stage, the satisfaction and academic achievement as product variables in product stage based on 3P model. The results provide a learning performance based model of distance lifelong education through 3P model. And we expect that the findings of this study will contribute to the formation and improvement of fundamental learning strategies for successful distance lifelong education.