Earticle

현재, 교육은 대면수업과 온라인의 특징을 활용한 온·오프라인 통합 모델인 블렌디드러닝을 이용하는 교수 설 계를 통해 진행되고 있다. 코로나 19 이후 교육의 패러다임이 대면 수업에서 비대면 수업으로 변화되면서 교육 현장에서는 변화에 대응하는 교수 방법이 요구되고 있다. 본 논문은 온라인을 활용한 교수 설계모형으로, 비실시 간으로 온라인 수업을 진행한 후, 실시간으로 버추얼 클래스룸을 활용하여 온라인 대면 수업을 진행하는 교수 설계 모형을 제안하였다. 그리고 제안한 버추얼 클래스룸을 활용한 온라인 대면 교수 설계 모형을 소프트웨어 교육에 적용할 수 있는 교수 전략을 제시하였다. 제안한 교수 설계 모형은 대면 교육 특징을 온라인에서 수용할 수 있는 교수 설계로 교육의 패러다임 변화에 대비할 수 있을 것이다.

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

Purpose: The current study assesses cyberbullying among university students and explores the role of the student-teacher relationship and virtual classroom community. Methods: A descriptive exploratory study on four randomly selected colleges at Damanhour University/Egypt. Participants were recruited conveniently using an equal allocation of 150 students/college (600 students). The European Cyberbullying Intervention Project Questionnaire (ECIPQ), Rovai's Classroom Community Scale (RCCS), and the Student Version of The Teacher-Student Relationship Inventory (S-STRI) were used for data collection. Results: Low cyber victimization was reported by 66.5% of the students, while 39.8% reported low cyberaggression behaviors. The highest percent reported average virtual class connectedness (77.3%), learning experience (70.3%), and overall virtual classroom community (80.8%). Besides, highly satisfying teacher relationships (82.3%); average (38.8%) and low (35.8%) instrumental help; low conflict (68.0%); and average total teacher-student relationship (70.5%). Regression analysis revealed that the increased scores of the total teacher-student relationship scale (<i>p</i><0.05) with its two domains [satisfaction and instrumental help (<i>p</i><0.01)] and the total classroom community scale (<i>p</i><0.05) with its domains [connectedness (<i>p</i><0.01) and learning experience (<i>p</i><0.05)] decreased the likelihood of cyber victimization and cyberaggression. However, perceived conflicting teacher relationships increased the likelihood of cyber victimization (<i>p</i><0.05) and cyberaggression (<i>p</i><0.01).Conclusion: Cyberbullying is a concern among university students, and the students’ perceived nature of their relationships with their teachers and sense of virtual classroom community play a pivotal role in shaping their involvement in cyberaggression and exposure to cyber victimization. Thus, developing mass media campaigns to enhance awareness about cyberbullying and cyber civility regulations is recommended.

The introduction of blended learning in translation and interpreting education in Europe has resulted in tremendous changes, such as transiting from traditional translation classrooms to student-centered learning and digital eco-systems for translation as well as switching from traditional learning to experiential learning. Experiential learning is learning through experience, direct involvement and collaboration, whereas it plays a great role in translation and interpreting studies. Experiential education is based on the Experiential Model Theory (Kolb 1984; 2015) and finds application in translation studies (Kiraly; Hofmann 2005). The translator profession is interdisciplinary and translator competences expand beyond linguistic skills, and also require transcultural and communication skills, thematic skills, intrapersonal and interpersonal skills, digital skills and other soft skills (EMT 2017). The purpose of integrating experiential learning in the translation classroom is to enable translators to learn from real life experience, thus acquiring future professional skills. However, the shift to virtual translation classrooms due to the global Covid-19 pandemic makes in increasingly difficult to create a virtual collaborative environment, to implement online project-based learning, to teach digital skills online, to apply emotional intelligence in a virtual translation classroom or to conduct internship in relevant institutions. This paper aims to discuss the main challenges of experiential learning after switching to online education and to suggest alternatives to experiential learning in a virtual translation classroom.

In the past few years, Saudi universities have boarded to utilize e-learning tools and technologies to expand and look up their educational services. After a few years of carrying out e-learning programs, a discussion took place within the directors, supervisors, executives and managers or decision makers of the e-learning associations regarding which activities are the most impact on the learning development for online students. This research is expected to inspect the impact of a number of e-learning actions on the students’ learning development. The results show that involvement in virtual classroom sessions has the most considerable impact on the students’ final scoring or grade. This paper presents the procedure of applying data mining methods to the web observing records of students’ behaviors in a practical learning environment. The main idea is to rank the learning activities supported on their importance in order to develop students’ performance by focusing on the most important ones.

Objective Previous studies have suggested that a virtual classroom is immersive and ecologically valid neuropsychological assessment, but those studies have limited components for social attentions. Therefore, the objective in the current study is the development of a joint attention virtual reality (JA-VR) classroom to incorporate social attentions between a participant and a virtual avatar teacher. Methods Fifty-eight participants were recruited for current study (25 for pilot and 33 for main studies; 32.8% female, n=19; age: M=24.5, SD=4.0). We suggested a JA-VR classroom, and compared it with previous methods including a VR classroom without JA components. We conducted attention experiments with AX-version of continuous performance tasks. Results Our results suggest that the new JA-VR classroom had convergent validity with previous methods, and that the JA-VR classroom promoted attentional processing among participants better than both old VR and non-VR measures. Conclusion We add an important social attention concept to the virtual classroom, and believe that this work is an methodological foundation for the study of social attention in school life. We hope it ultimately help people with mental handicaps in social attention.

This article presents a valuable collection of practical strategies for online teaching, inspired by an educator's personal experience transitioning to a virtual classroom. It acknowledges the significant challenges faced by both teachers and students during the sudden shift to remote learning. Emphasizing the importance of meticulous online class organization, the article explores essential elements such as modality, pacing, pedagogy, communication, and the dynamic roles of teachers and students. Notably, it underscores the critical role of comprehensive lesson planning in achieving successful online teaching outcomes. By crafting engaging, interactive lessons aligned with clear learning objectives and assessment strategies, educators can create an optimal virtual learning environment. The article further advocates for the implementation of reflexive methods in online teaching, encouraging educators to engage in regular self-reflection and evaluate student responses. Proactive adaptation to online teaching and learning is highlighted as a crucial factor, with technology serving as a valuable tool to enhance efficiency and effectiveness. Additionally, the article delves into the advantages of online learning, such as nurturing digital skills and the flexibility and inclusivity offered by hybrid approaches. Despite the inherent difficulties, the author concludes on a positive note, asserting that educators can thrive in the online teaching landscape through the cultivation of the right mindset, proactive measures, and careful planning. By addressing organization, adaptability, technology integration, lesson planning, and reflexive methods, this comprehensive guide equips educators with practical insights to create a positive and engaging online learning experience for their students.

본 논문에서는 컴퓨터 내부 신호 전달 체계를 정확히 묘사할 수 있는 플래시 애니메이션과 교수자와 학습자 간의 상호 작용성이 뛰어난 플래시 프로그래밍 언어인 액션스크립트를 이용하여 가상학습실을 구축하였다. 제안한 가상학습실은 학습자 스스로 애니메이션을 조작하는 방식을 도입하여 사용자가 직접 입력한 키보드 또는 마우스 값에 따라 적절히 반응하는 비선형 애니메이션을 구현하여 자율적인 학습이 발생하도록 플래시 액션 스크립트 기반의 가상학습실을 구현하였다.

According to the appearance of various virtual websites using multimedia technologies for engineering education, the internet applications in engineering education have drawn much interests. But unidirectional communication, simple text/image based webpages and tedious learning process without motivation etc. have made the lowering of educational efficiency in cyberspace. Thus, to cope with these difficulties this paper presents a web-based educational Flash movies based on ActionScript language for understanding the principles of the computer system architecture. The proposed Flash movies provides the improved learning methods which can enhance the interests of learners. The results of this paper can be widely used to improve the efficiency of cyberlectures in the cyber university. Several sample Flash movies are illustrated to show the validity of the proposed learning method.

According to the appearance of various virtual websites using multimedia technologies for engineering education, the internet applications in engineering education have drawn much interests. But unidirectional communication, simple text/image based webpages and tedious learning process without motivation etc. have made the lowering of educational efficiency in cyberspace. Thus, to cope with these difficulties this paper presents a web-based educational Flash movies based on ActionScript language for understanding the principles of the computer system architecture. The proposed Flash movies provides the improved learning methods which can enhance the interests of learners. The results of this paper can be widely used to improve the efficiency of cyberlectures in the cyber university. Several sample Flash movies are illustrated to show the validity of the proposed learning method.

웹의 등장으로 인터넷이 보편화됨에 따라 웹을 기반으로 하는 가상 강의실이 많이 구축되고 시다. 웹을 기반으로 하는 가상 강의실은 학습자에게 많고 다양한 정보를 제공하는 장점이 있다. 하지만, 기존 가상 강의실 시스템에서 제공하는 학습내용이 대부분 교수의 임의의 한 수준으로 제공되고 있어 학습자 개개인의 학습수준이나 목적에 맞는 학습내용을 제공하지 못하는 문제점이 있다. 본 논문에서는 이러한 문제점을 해결하기 위하여 수준별 학습내용을 제공할 수 있도록 학습 평가 에이전트를 갖는 웹 기반 가상 강의실을 제안하고 구현한다. 본 가상 강의실의 학습 평가 에이전트는 학습자에게 학습 방향과 목표에 따라 수준에 맞는 학습내용을 제공하기 위하여 학습 전에 학습자의 학습수준을 테스트한다. 이러한 테스트를 위하여 학습 평가 에이전트는 테스트 항목들에 대하여 문항반응이론을 적용한다. 문항반응이론은 문항특성의 불변성, 능력추정의 정확성, 능력추정의 불변성을 가지고 있어 학습자의 단순한 평가가 아니라 학습자의 지식수준이나 이해정도를 구체적으로 평가할 수 있는 장점이 있다. 또한 본 논문에서는 이러한 가상 강의실의 구축에 필요한 데이타베이스 설계와 시스템 환경에 대한 내용을 포함한다.

The purpose of the study was to explore the effects of international telecollaboration activities on Korean middle school students’ communication skills and intercultural competence. The participants of the study were 50 students from middle schools in Seoul, Korea, who belonged to three different groups: a one-to-one matching virtual classroom group with American students (n=13), a two-to-one matching virtual classroom group with American students (n=20), and a one-to-one matching on-and-offline mixed group with Taiwanese students (n=17). The experiment was administered during one semester of the 2015 academic year. Major findings from the study were as follows: 1) With respect to developing English communicative competence, the virtual classroom-based telecollaboration activities proved to be more effective than the on-and-offline mixed activities on the one hand, and the one to one matching was more beneficial than the two-to-one matching on the other hand. 2) Whether the partner students were English native speakers or not proved to be one of the important factors which can affect the international communicative competence. 3) The virtual classroom-based telecollaboration exchange with one-to-one matching was the most positively perceived by the participants, whereas the one with two-to-one matching was the least positively evaluated. Based on the findings, some pedagogical implications were made for the successful implementation of international telecollaboration activities in Korean school settings.

본 연구는 한국에서 3차원 가상세계를 활용한 영어교육이 이루어질 때, 가져올 수 있는 변화와그에 수반하는 문제점을 알아보고 교육학에 근거한 실천적인 예시와 모형을 제안 하는 것에 그 목적이 있다. 연구 목적에 부합하기 위한 교육과정을 제안하고 적용하기 위해 연구자는 미국 인디애나의 I 대학과 교신하며 연구 절차를 설계하고 설계된 교육과정을 시행할 수 있는 3차원 가상세계의 계정을 확보하였으며, 이를 이행하기 위한 훈련을 수료하였다. 본 연구는 I 대학의 승인 절차를거쳐서 시행하였으며, 적합한 교육과정 설계, 적용 대상, 적용 시기 등의 연구 설계에 있어서는3차원 가상세계, Quest Atlantis 교육 설계자와의 협의 하에 이루어졌다. 연구방법은 설계중심연구방법을 활용하였으며, 근거이론의 코딩 기법을 부분적 차용하였다. 학생들에게 방과 후 교실동안 부여된 교육과정은 영어로 된 스토리 보드를 이해한 후, 두 가지 입문미션을 수행하고 실재 Quest를 접해보는 것이었다. 이러한 실재적 환경에 학생들을 적응시키고 친구를 추가하여 지속적인 연락관계를 가질 수 있는 환경을 조성해 주는 것이 S초등학교의 방과 후교실의 수업 목표였다. 제시된 모형을 바탕으로 가상세계를 활용하는 초등학생의 방과 후 영어수업을 분석한 결과, 다음과 같은 결론을 내릴 수 있었다. 첫 번째로, 3차원 가상세계를 통한 영어학습은 학생들의 학습방법을 고려하여 적용되어야 한다. 두 번째, 가상세계를 활용하기 위해서 기본적인 영어능력이 뒷받침되어야 한다. 세 번째, 가상세계를 활용하는 학생들이 그것을 교육도구로 인식할 필요성이 있다. 네 번째, 학부모는 가상세계를 활용함으로서 얻을 수 있는 교육적 효과에 대한 올바른 인식이필요하다. 학부모가 가상세계를 활용한 기대효과를 성적 향상으로 인식한다면 학생의 가상세계 속에서의 언어학습 활동을 촉진하지 못하였다. 다섯 번째, 가상세계를 활용하여 영어교육을 행하기위해서는 하드웨어, 교실구조 등의 학교시설에 대한 분석이 선행되어야 한다.

3D virtual environments have potential to provide communicative and interactive opportunities in English language classrooms. Even though 3D virtual environments are studied in the English field throughout the world, it is important to implement them according to the local context. Thus, this study aims to suggest a model for designing and implementing a virtual environment in South Korean English classrooms. The data were analyzed using a design-based research methodology and a grounded theory methodology. Patterns which influence the implementation of a virtual environment in the classroom have been found:conditions of individual differences and environment. Individual conditions are divided into three categories: learning style, basic English skills, and perception of the virtual world. Finally,environment conditions are divided into two categories: parents’ perception and school environment. Considering these conditions, we recommend a model and suggest how to implement a 3D virtual environment in English classrooms.

학생문제행동에 대한 대처경험은 교사의 수업효능감에 영향을 미친다. 문제행동을 효과적으로 대처함으로써 형성된 수업효능감은 향후 교직생활에 긍정적인 영향을 미칠 수 있다. 그러므로 예비교사 교육과정에서 효과적으로 수업효능감을 향상시키기 위한 방법을 확인할 필요가 있다. 이 연구의 목적은 학생문제행동 수업시뮬레이션에서 시나리오와 대응교육이 예비교사의 수업효능감에 미치는 영향을 확인하는 것이다. 이 연구의 참여자는 대학생 48명(남학생=16명, 여학생=32명)이고, 이들은 학생문제행동 대응교육 실시 여부에 따라 두 집단으로 구분되었다. 모든 참가자는 학생문제행동 심각성 수준에 따라 3가지의 시나리오(수업방해, 교권도전, 공격적 행동)가 적용된 수업시뮬레이션을 수행하였고, 각 시나리오를 수행한 뒤에 수업효능감 설문을 실시하였다. 연구결과에 따르면 학생문제행동 시나리오의 심각성 수준은 수업효능감의 모든 하위구인(교수전략효능감, 학생참여효능감, 교실관리효능감)에 유의한 영향을 미쳤다. 또한, 대응교육을 실시한 집단은 대응교육을 실시하지 않은 집단에 비해 교실관리효능감이 유의하게 높게 나타났다. 학생참여효능감에서는 시나리오의 심각성 수준과 대응교육 실시 여부에 따른 유의한 상호작용이 있었다. 연구결과를 통해 수업시뮬레이션을 활용하여 예비교사의 수업효능감을 높이기 위해서는 3회 이상 반복적으로 수업시뮬레이션을 경험하도록 하고, 심각성 수준이 높은 시나리오일수록 사전에 학생문제행동 대처를 위한 대응교육을 실시하는 것이 효과적임을 확인하였다. 이 연구는 예비교사 교육을 위해 수업시뮬레이션을 효과적으로 활용하는 방안을 제안하는 데에 의의가 있다.

The experience of coping with student problem behavior affects the teacher’s teaching efficacy. The teaching efficacy formed by effectively coping with problem behavior can positively affect future teaching life. This study aims to confirm the effect of scenario and response education on the teaching efficacy of pre-service teachers in student problem behavior class simulation. The participants in this study were 48 college students (male students = 16 and female students = 32). They were grouped into two conditions the presence/absence of guidelines for the students. All participants performed class simulations applied to three scenarios (class interference, teaching challenges, and aggressive behavior) according to the levels of student misbehavior. We applied a teaching efficacy survey after each scenario. The results revealed that the scenario level had a significant effect on all sub-signals of instructional efficacy (instructional strategy efficacy, student participation efficacy, and classroom management efficacy). In addition, the group that conducted response education showed significantly higher classroom management efficacy than the group that did not provide response education. The student participation efficacy showed a significant interaction with the scenario level and training. The research results showed that simulation should be provided in repeated manners to enhance the teaching efficacy of pre-service teachers. This study is meaningful in suggesting ways to effectively utilize classroom simulation for pre-service teacher education.

본고는 메타버스 속에서의 가상학습이 학교교육에 가져올 변화와 그에 따른 교수학습 전략이 무엇인지에 대해 논의하고자 하였다. 본고는 이 주제를 다루기 위해 다음과 같은 세 가지 연구문제를 설정하였다: i) 메타버스 환경 속에서의 인간의 경험과 학습은 어떻게 변할 것이며, 그러한 가상학습의 가능성과 한계는 무엇인가, ii) 가상학습의 유형과 특징, 그리고 교육적 활용성은 어떠한가, 그리고 iii) 메타버스에 기반한 기술적 도구들이 어떻게 실제 수업에 활용될 수 있는가이다. 이 세 가지 질문을 기반으로 본고는 다음과 같은 결론을 내리고 있다. 첫째, 오늘날 디지털화, 네트워크화, 가상화(사이버화)되고 있는 기술적 변화는 학생들의 학습과 소통의 방식을 근본적으로 변화시키고 있다. 둘째, 메타버스에서는 신체성, 감각성, 정서성 등을 자극하는 탈인지적 경험이 훨씬 더 중요하므로, 학교교육의 지식과 수업매체도 그러한 가상적 경험의 특성에 맞게 변화할 필요가 있다. 셋째, 메타버스에 기반한 학습은 다양한 디지털 학습플랫폼을 활용하여 학생들의 학습성향이나 관심도의 차이, 기술적 매체에 대한 능숙도, 개별적 수준과 학습진도에 따라 상이한 학습과정을 보여주게 될 것이다. 넷째, 가상학습은 증강현실, 생활기록, 거울세계 등의 다양한 유형을 가지며, 각각 서로 다른 학습의 목표에 맞추어 학교교육에서 활용될 수 있다. 마지막으로, 메타버스를 기반으로 한 다양한 온라인 학습플랫폼은 다양한 수준과 관심사를 가진 학생들의 자발성과 흥미, 그리고 팀워크를 촉진하면서 여러 교과들의 실제 학교수업에 효과적으로 활용될 수 있다는 것이다. 본고는 메타버스라는 기술적 환경이 학생들의 학습과 소통에 미치는 영향에 대한 학계와 교육현장의 논의에 의미 있는 시사점을 제공할 수 있을 것이다.

This paper discusses how the technological emergence of meta-verse can change the trends of learning and communication of students and affect the teaching and learning in school. To address this theme, this paper set three kernel research questions: i) what is the meta-verse and how can it change the learning and communication of people fundamentally?; ii) what are the types and characteristics of virtual learning and what is the possibilities and limits of it?; iii) how can the technological media and tools developed for the meta-verse be applied to actual classrooms for school content? The discussion of the above questions lead this paper the following conclusions: first, the technological changes of digitalization, networking, and virtualization of the real world has been affecting the essences and styles of learning fundamentally. Second, virtual reality promotes physical, sensual, and emotional stimulus better than cognitive one, which urges the transformation of content knowledge and styles of teaching and learning. Third, the learning based on virtual reality might encourage the diversity and creativity of students that can stimulate the student-driven and customized learning for the varietey of students. Fourth, virtual learning has different versions, such as augmented reality, life-logging, mirror worlds, and each type can be effectively implemented in actual classroom learning by triggering students’ spontaneity, interest, and team works. The discussion of this paper might provide useful insight for the potential of meta-verse on the learning of students.

본 연구는 증강현실과 가상현실을 활용하는 어플리케이션을 놀이 도구로 사용할 때 나타 나는 유아의 놀이 경험을 통해 놀이 중심 교육과정에서 디지털 기술을 사용하는 방안에 대 한 이해를 제공하고자 하였다. 이를 위해 코스페이시스(CoSpaces)와 구글 아트 앤 컬쳐 (Google Arts & Culture) 어플리케이션을 선정하여 서울의 S유치원 만 5세 2개 학급 유 아 34명을 대상으로 약 12주간 관찰을 진행하였다. 연구를 통해 살펴본 유아의 놀이 경험 은 디지털 매체 활용에 대해 도전해보기, 현실적으로 불가능한 상황을 경험하며 즐거움 느 끼기, 가상과 현실의 융합을 통해 놀이 공간이 확장된 놀이하기, 관계에 있어 새로운 기회 를 제공하는 놀이하기로 범주화 할 수 있었다. 유아들은 증강현실과 가상현실을 사용하기 위해 새로운 디지털 매체를 사용하는 과정에 몰입하고, 실패를 경험하면서도 도전하는 과 정에서 성취감을 느끼는 모습을 보였다. 유아들은 가상의 세계에서 현실에서는 불가능한 것을 경험하고, 탐험하며 즐거움을 느끼는 모습을 보였다. 현실과 융합된 가상의 놀이 공간 은 유아의 상상놀이를 자극하고 공간적으로 확장된 놀이를 제공하였다. 마지막으로 디지털 기술의 개방성은 유아의 또래관계에도 영향을 미쳐 더 다양한 또래와 상호작용할 기회를 제공하였고, 유아가 현실에서보다 더 많은 것을 성취할 기회를 제공하여 유아 스스로, 혹은 다른 또래가 유아에게 가지고 있는 이미지에 영향을 미치는 것으로 나타났다.

This study aims to examine augmented and virtual reality utilized play patterns in young children to provide an understanding of how digital technology can be used in play-oriented curriculum. For this purpose, observation was conducted for about 12 weeks on 34 children in two classes of 5 year-olds at S Kindergarten in Seoul. The applications used were CoSpaces and Google Arts & Culture. The play patterns were categorized into challenging digital technology, experiencing an impossible situation through virtual reality and gaining enjoyment, playing in an expanded play space through the convergence of virtual and real-world, and seeking new social opportunities. The children were immersed in augmented and virtual reality using various digital media, and felt accomplishment through task success while also experiencing failure. The children controlled virtual contents while displaying imagination, exploration and enjoyment of a virtual world that is impossible in real world experience. The virtual play space fused with reality stimulated children's imaginative play and provided spatially expanded play. The results showed how the accesiblity of digital media tools affected peer relationships of the children such as providing opportunities to interact with more diverse peers. Moreover, it has shown how digital technology can help children achieve more than they can achieve in reality providing a positive contribution to their self image and social image to others.