Earticle

이 연구에서는 코로나19(COVID-19) 대유행 이후 전 세계 교육현장에서 활용되고 있는 비동기식 온라인 수업의 학습효과에 대해 분석하고자 한다. 이를 위해 2019년에 오프라인 대면으로 진행되고, 2020년에 코로나로 인해 비동기식 온라인으로 진행된 HTML5 웹프로그래밍 과목의 강의평가와 기말고사 문항을 비교 분석하였다. 분 석 결과, 두 수업방식 사이에 유의미한 차이가 도출되지는 않았지만, 전체 교과과정의 온라인 수업 적용에 대한 우 려와 달리, 동영상 기반 온라인 수업의 강의평가와 기말고사 점수가 높게 나타나 향후 온라인 수업의 구성과 관리가 잘 이루어질 경우 오프라인 수업보다 더 효과적일 수 있다는 가능성을 볼 수 있었다.

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.

The purpose of the study is to develop a performance assessment tools for video production instruction based on skill standard in specialized high school. Through skill standard analyses for video production area in US, UK and Task analyses for video television director and television director of photography, achievement standards were drawn and each specific learning objective were identified accordingly. In addition, assessment elements for task of video production were selected by specialist in video production education area. Achievement standard for video production instruction is set through literature. And then plan ability, videotaping ability, edition ability and evaluation ability were selected by expert. 35 assessment elements were extracted in the step of analyses by expert consist of five members in education of video production area. Rubric and checklist were drawn to Assessment techniques in design step. Valid of tool selection and rating point examination by expert. 45 assessment tools were developed for teacher rating, Self and Peer rating.

This study aims to investigate the mechanism influencing the learning stickiness of undergraduate musicology students in online video-based instruction, to suggest improvements for this teaching method. This study Draws on perceived value theory and expectation confirmation theory, and this study constructs a model of the mechanism influencing the learning stickiness of undergraduate musicology students in online video-based instruction in terms of practical value, content value, social value, and satisfaction. This study uses 458 undergraduate musicology students in online video-based instruction as a sample to carry out the empirical test through the structural equation model. Practical value has a direct and significant positive influence on learning stickiness; practical value, content value, and social value significantly influence learning stickiness. However, content value and social value do not significantly and positively influence learning stickiness, but satisfaction significantly and positively influences learning stickiness.

This current review examines the effectiveness of computer-based video instruction (CBVI) in teaching five categories of life skills to students with intellectual disabilities: (a) grocery purchasing skills, (b) daily living communication skills, (c) using debit card skills, (d) using public transportation skills, and (e) food preparation skills. Thirteen empirical studies were identified and analyzed. The percentage of non-overlapping data (PND) scores is calculated to quantify the results of the studies. Overall, the results of the review indicate that CBVI is an effective medium for teaching varied life skills to students with intellectual disabilities. Limitations and implications for future research are discussed.

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

Individuals with autism spectrum disorder (ASD) exhibit persistent impairments in social communication skills. Teaching social communication skills to individuals with ASD is a priority task for educators, and various interventions have been conducted to improve these skills. Video instruction is an evidence-based practice that is an effective method for teaching appropriate skills to individuals with ASD. Purpose: This review examined the existing literature on video-based instruction for social communication skills in individuals with ASD. Method: Both English and Korean language publications were analyzed to examine the factors that can influence the effectiveness of video instruction. Results: Thirty-four studies met the inclusion criteria and were included in this review. All 34 studies used a single-subject research design. There were 116 participants and their ages ranged from 3.5 to 26 years. The study results, characteristics, and quality ratings were reviewed. Conclusion: The existing literature on video-based instruction for social communication skills in individuals with ASD showed video instruction was effective in teaching new skills for approximately 93% of the participants. This is consistent with the results of previous reviews. Implications for research and practice and suggestions for future research were discussed.

In today’s digital landscape, video-based instructions have become a powerful tool for young generations to learn new knowledge and skills. Especially for English language learners (ELLs), video-based instructions emerge as a potent approach in class to enrich language acquisition and foster self-regulated learning. This study was designed to keep up with this trend by investigating the impact of the recently created video-based reading strategy materials on ELLs’ reading comprehension as well as how reading strategy was differently used in terms of gender and learning styles. In the short video, five animals demonstrated how to use each relevant reading strategy while the texts were read. The interventions were provided to 18 Korean middle school students for seven weeks. Data on reading comprehension achievements and the frequency of reading strategy use were collected and analyzed by gender and learning styles. The results revealed that males and females demonstrated different application patterns of reading strategy although all students showed improvement in global comprehension questions. Overall, the results found statistical significance among female and global learners in the application of reading strategies and reading comprehension.

본 연구에서는 비디오 자기모델링 자료를 활용한 지역사회중심교수가 자폐아동의 자동판매기 이용 기술 수행율 증가에 미치는 효과와 중재가 끝난 후에도, 그 효과가 다른 장소의 자동판매기에서 일반화되고 유지되는지를 알아보았다. 연구대상은 특수학교에 재학 중인 12-13세의 자폐아동 3명이며, 실험설계는 대상자간 중다 간헐 기초선 설계를 사용하였다. 중재 단계에서는 교실에서 비디오 자기모델링 자료 학습과 비디오 자기모델링 자료를 바탕으로 지역사회내 자동판매기를 직접 이용하였다. 연구 결과, 대상 아동들은 비디오 자기모델링 자료를 활용한 지역사회중심교수를 통해 자동판매기 이용 기술 수행율이 증가하였고 일반화와 유지 효과도 보였다. 이러한 결과는 비디오 자기모델링 중재가 비디오 자료를 통한 자기 인식이 가능한 시각적인 학습 특성을 가진 자폐아동들에게 자동판매기를 독립적으로 이용할 수 있도록 촉진하는데 효과적인 전략임을 시사하는 것이다.

The purpose of this study was to examine the effects of the of Community-Based Instruction(CBI) with video self-modeling on the use of vending machine of children with autism. The subjects were three children with autistic disorder. In order to demonstrate the effect of CBI with video self-modeling, multiple probe design across subjects was used. Dependent variables were measured using partial interval recording method. The results of this study were as follows: First, the of CBI with video self-modeling was effective to increase the proper use of vending machine for all participants. Second, the effects of the of CBI with video self-modeling was generalized and maintained after withdrawal of the intervention. The conclusions and suggestions for future studies were addressed.

>본 연구는 비디오 자기모델링과 시간지연 및 최소촉진법을 사용한 지역사회중심교수가 발달장애 학생의 대형마트 이용 기술에 미치는 효과를 밝히는데 있다. 연구대상은 경기도 소재의 특수학교 중등부 발달장애 학생 3명이며, 대상자간 중다 간헐 기초선 설계를 사용하여 중재의 효과를 알아보았다. 중재는 주 2회 총 13회기 동안 실시하였으며, 유지는 중재 실험 종료 후 4주 후에 3회기, 일반화 검사는 유지검사 이후에 총 3회기 실시하였다. 연구 결과, 비디오 자기모델링과 지역사회중심교수는 발달장애 학생의 대형마트 이용 기술 습득에 효과적이며, 한 번 습득된 기술은 유지와 일반화에도 효과가 있었다. <주제어> 비디오 자기모델링, 지역사회중심교수, 발달장애 학생

The purpose of this study is to examine the effects of community-based instruction using time delay and least prompts procedures with video self-modeling on grocerly shopping skill for students with developmental disabilities. Subjects of this study are three students of national special school in Kyunggi-Do. The research design of this study is multiple probe design acress subjects.The research questions were as follows:First, is the community-based instruction using time delay and least prompt procedure with video self-modeling effective in acquiring skills on grocery shopping for students with developmental disabilities?Secondly, is the community-based instruction using time delay and least prompt procedure with video self-modeling effective in generalization of the skills on grocery shopping for students with developmental disabilities?Lastly, is the community-based instruction using time delay and least prompt procedure with video self-modeling effective in maintenance of the skills on grocery shopping for students with developmental disabilities? The results were as follows:First, community-based instruction using time delay and least prompt procedure with video self-modeling was effective acquiring skills in grocery shopping for students with developmental disabilities.Secondly, community-based instruction using time delay and least prompt procedure with video self-modeling was effective in generalization and maintenance of the skills in grocery shopping for students with developmental disabilities.This study shows that community-based instruction using time delay and least prompt procedure with video self-modeling in grocery shopping, which is a part of community was effective in teaching 3 students with developmental disabilities to acquire community skills. Acquired skills were generalized and maintained in similar settings.

본 연구는 플립러닝에서 동영상 기반의 예습 학습을 보다 효과적으로 수행할 수 있게 하는 학습자 지원 전략을 학습자로부터 도출하여 설계하고, 그것을 실제 적용하여 효과성을 파악하는 것을 연구의 목적으로 한다. 이를 위하여, 두 학기 동안 설계기반 연구의 방법에 기반하여 연구 1과 연구 2가 수행되었다. 연구 1은 플립러닝에서 사전 동영상 예습 학습이 잘 수행되지 않는 원인 파악과 그에 따른 해결책을 학습자의 요구에 기반하여 도출하기 위한 목적으로 실시되었다. 원인연쇄분석을 통하여 플립러닝에서의 사전 동영상 예습 활동이 어려운 원인을 파악하였는데, 학습자들의 학습습관, 동기부족, 시간관리 미흡, 일방향적 콘텐츠의 특성, 모바일 학습의 특성 등이 그 이유로 도출되었다. 이러한 원인들을 해결하기 위한 다양한 해결책들이 도출되었는데, 이 중에서 해결책 선정 준거에 맞는 3가지 해결책(필수와 선택 동영상의 구분적 제시, 동영상에 돌발과제 삽입, SNS를 통한 실시간 상호작용 채널 개통)을 개선 전략으로 도출하였다. 연구 2에서는 플립러닝 사전 동영상 예습 활동에서 개선 전략을 활용한 실험집단과 그렇지 않은 통제집단의 수업흥미도와 학업성취도를 비교하여 그 효과성을 파악하였다. 이를 위하여 동일한 교과 분반 두 집단을 무선으로 배정하여 준실험설계를 하고, 한 학기 동안의 플립러닝 운영을 통하여 자료수집을 하였다. 그 결과, 수업흥미도에서는 실험집단 학습자들이 유의미하게 높은 점수를 나타내고 긍정적인 의견이 많았으나, 학업성취에서는 통계적으로 유의미하게 높은 점수를 나타내지는 않았다. 이러한 연구의 결과는 설계기반 연구를 통해 정교화된 플립러닝 영역 특수 지식인 플립러닝 설계 및 운영전략에 관한 관점에서 논의가 이루어졌다. 그리고 연구의 말미에서는 후속 연구를 위한 제언이 이루어졌다.

The purpose of this study was to develop student-centered instructional strategies in flipped learning. In specific, this study was to develop instructional strategies to enhance learners’preparation on pre-class video instruction and to examine the effectiveness of the developed instructional strategies. For the purpose, this study incorporated a design-based research in two consecutive semesters in study 1 and 2, respectively. In study 1, this study used causal chain analysis to reveal why students are not working hard on their preparation. According to the causal chain analysis, learners' learning habits, lack of motivation, lack of time management skills, unilateral characteristics of online contents, and characteristics of mobile learning were derived as the causes. Then, the students suggested various instructional strategies to solve the causes and selected proper ones based on selection criteria. The selected instructional strategies were providing mandatory and elective videos, inserting pop-up quiz during video playing, and using SNS to provide real time communication channel during video learning. In study 2, the developed instructional strategies were implemented in the actual flipped learning. To examine the effectiveness of the developed instructional strategies, two intact groups were randomly assigned to two conditions: experimental group and control group. The results indicated that, in course satisfaction, the students in experimental group with student-developed instructional strategies showed significantly higher score than the students in control group. However, in achievement, there is no significant difference. The findings of this study suggest instructional implications for the student-centered instructional design of flipped learning.