Earticle

본 연구는 원격교육 학습자의 만족에 영향을 미치는 요인을 실증적으로 조사하여 원격교육의 질을 향상시키고 그것이 학습자에게는 성과로 이어져 지식기반사회(knowledge-based society)가 요구하는 인적자원의 개발을 도모하는 데에 그 목적이 있다. 이를 위하여 본 연구는 충남지역 K대학 평생교육원에서 원격교육 수업을 수강한 학생 203명에 대한 설문조사내용을 활용하였다. 자료들은 SPSS ver 13.0을 사용하여 분석하였다. 연구결과, 원격교육 요인 중 학습만족에 영향을 미치는 요인으로는 시스템요인과 강사요인이 유의미한 결과를 나타났다. 이로써 아직도 우리나라의 원격교육 시스템구축에 한계가 있음이 드러났고, 이를 개선하기 위한 다각적인 노력이 시급함을 증명하였다. 한편, 원격교육 환경에서는 교수자의 새로운 수업운영능력이 필요함이 증명되었다. 즉, 강사는 강의뿐만 아니라 전체 수업의 지휘자로서 교수설계로부터 메일이나 화상시스템 및 ‘질문과 답변’에 신속하게 대응하여 강사와의 상호작용을 활성화시키고, 토론의 장을 마련하여 협력 학습을 지도하여 구성원 간에 새로운 아이디어를 공유하고 다양한 의견을 수렴하며 문제 해결능력을 높이는 데에도 관심을 기울여야 할 것이다.

The purpose of this study lies in the development of human resources required by the knowledge-based society through the empirical survey of the influential factors, having an effect on the learners' satisfaction with distance learning, and the enhanced quality of instructional service which would lead to an improved academic performance by learners. To this end, this study utilized a questionnaire survey participated by 203 students of K University in the Chungnam province, who were enrolled as lifelong education students and took classes of distance learning. The data collected were analyzed, using the statistical program of SPSS Ver. 13.0. According to the results of the study, the effect of distance learning factors on the students’ satisfaction with distance learning, was found to be affected by such factors as system and teachers' capability. As such, it was found that our distance learning system has its own limits, and it was also proven that the system requires diversified efforts to be made without delay. In the meantime, the new environment accompanied by distance learning was proven to necessitate a new management capability of instruction to be equipped by teachers. In other words, teachers, who can be likened to a conductor of the whole instruction, should give duly attention to not only their quality of lectures, but to the promotion of interaction between teachers and students through instructional design.

이 연구의 목적은 간호대학생의 비대면 수업 전과 후에 메타인지와 비판적 사고의 차이를 비교하고 수업 후에 메타인지에 영향을 미치는 요인을 파악하는 것이다. 연구의 참가자는 61명의 간호대학생 이었고 데이터 수집은 수업 전과 후 온라인 설문조사를 수행했다. IBM SPSS Statistics 25.0 프로그램 을 사용하여 기술통계, 짝비교 t검정, 상관 및 다중 회귀 분석으로 데이터를 분석했다. 여학생은 47명 (77.0%), 메타인지 및 비판적 사고는 각각 214.23±31.38 (범위: 140-286), 91.31±9.93 (범위: 69-114)이었다. 수업 전에 비해 수업 후에 메타인지와 비판적 사고가 통계적으로 유의하게 증가했다. 출석 점수, 학습전략 및 비판적 사고의 세 가지 변수로 구축된 메타인지 모델의 설명력은 77.9% (F=71.63, p<.001)이었다. COVID19와 같은 감염병 유행 상황에서 간호대학생을 대상으로 비대면 수 업 후 메타인지와 비판적 사고가 증가했다.

The purpose of this study was to compare the difference between meta-cognition and critical thinking before and after distance learning and to identify the factors affecting meta-cognition of college students in nursing. The data were collected from 61 college students in nursing in South Korea via an online survey, and analyzed by descriptive statistics, paired t-test, correlations and multiple regression analysis using IBM SPSS Statistics 25.0 program. It is found that 77% of them are female and their meta-cognition and critical thinking scores were 214.23±31.38 (range: 140-286) and 91.31±9.93 (range: 69-114), respectively. Meta-cognition and critical thinking increased significantly after distance learning. The explanatory power of the meta-cognition model including three explanatory variables (attendance score, learning strategy, and critical thinking) was found 77.9% (F=71.63, p<.001). We concluded that both meta-cognition and critical thinking increased after the implementation of distance learning for college students in nursing during the COVID-19 pandemic.

Distance language learners require new kinds of skills, motivation and commitment to work effectively in a learning setting that is largely new and unfamiliar to them, and which is likely to have a direct impact on their development and use of learning strategies (Oxford & Burry- Stock, 1995; White, 2004). This paper is based on a study of a group of Chinese students learning English at a distance at Shantou Radio and Television University, China, and investigates their use of language learning strategies. The study found that distance English learners in China are gradually shifting from dependence on teachers to a more autonomous approach to learning. In many cases they are beginning to deploy a variety of strategies to facilitate their learning, and at the same time taking more responsibility for their studies. This appears to challenge the traditional stereotype of the dependent, ‘spoon-fed’ Chinese language learner as portrayed in previous studies. The paper concludes that learner training should be integrated into the instructional design of the materials in order to enhance strategy awareness and emphasize the facilitative role of learning strategies in language study.

본 연구는 코로나19로 급격하게 변화한 교육환경에 국악 전문 중등교육기관의 원격 국악 전공 실태를 분석하고, 원격 국악 전공 수업 방법에 대한 방향성 등에 대한 논제 선정과 앞으 로 이뤄질 다양한 후속 연구에 기초자료를 제공하는 데 목적이 있다. 이를 위해 서울 소재 4개의 국악 전문 중등교육기관에서 원격과 대면 전공 수업의 경험이 있는 교사 및 강사 37명 을 대상으로 설문을 실시하였는데 결과는 다음과 같다. 첫째, 원격 전공 수업에서 가장 많이 사용하는 플랫폼은 ZOOM이었는데 전체 응답자의 45%가 사용한다고 답하였다. 이러한 결과를 통해 음악 전용 플랫폼이 아닌 회의나 대화를 위해 구현된 플랫폼을 사용하고 있는 것을 확인할 수 있다. 둘째, 원격 전공 수업은 시간과 장소의 효율적 사용이 가능하며 개인 맞춤형 수업에 효과적이라는 것을 확인할 수 있었다. 셋째, 원격 전공 수업은 통신장애와 통화 품질로 인해 발생하는 문제들이 많아 수업 집중력 이 떨어지는 것으로 나타났다. 넷째, 교수자들은 변화된 환경에 발맞춰 다양한 원격 전공 수 업 교수 전략을 사용하고 있는 것을 확인하였다. 다섯째, 안전한 대면 수업을 위해 수업 공간 환기, 마스크 착용, 안전거리 유지, 가림막 설치와 같이 적극적으로 대처하고 있음을 확인할 수 있었다. 마지막으로, 실기 전공 수업은 장소와 시간의 효율적 사용, 개인 맞춤형 수업을 장점으로 응답한 반면 이론․작곡은 다양한 화면공유, 판서공유, 효과적인 자료 전송이 장점 이라 응답하였다. 또한, 다른 전공에 비해 타악전공 같은 경우 원격수업시 수업 공간을 찾아 야 하는 어려움이 있는 것으로 확인되었다. 대면수업에서 안전을 위한 방안으로 관악, 성악 전공은 가림막 활용을, 현악, 타악 전공은 마스크 착용, 안전거리 유지, 손소독과 같은 방법이 필요하다고 응답하였다. 본 연구는 현재 진행되고 있는 국악 전문 중등교육기관의 원격 전공 수업 실태를 분석한 것에 의의가 있다. 본 연구를 바탕으로 원격 국악 전공 수업 방법에 대한 다양한 연구가 진행되길 기대한다.

This study analyzes the current state of distance learning for major classes at secondary education institutions specializing in Korean music in the educational environment that has rapidly changed due to COVID-19, selects topics on the direction of teaching methods for Korean music major classes in distance learning, and provides basic data for various follow-up studies to be conducted in the future. To this end, a questionnaire was conducted targeting 37 teachers and instructors who had experience in remote and face-to-face major classes at four secondary education institutions specializing in Korean music in Seoul. The results are as follows. First, the most used platform for distance major classes was ZOOM, and 45% of the total respondents answered that they were using it. This finding confirmed that they were using a platform implemented for a meeting or conversation, rather than one dedicated to music. Second, it was confirmed that distance major classes allowed efficient use of time and place and were effective for personalized classes. Third, distance major classes had many problems caused by communication failure and call quality, and the quality of communication and students’ attention in class were low. Fourth, it was confirmed that the teachers were using various teaching strategies for distance major classes in line with the changed environment. Fifth, for safe face-to-face classes, it was confirmed that they were actively taking measures such as ventilation of the classroom space, wearing a mask, maintaining a safe distance, and installing a screen. Lastly, they responded that the advantages for instrumental teaching were efficient use of place and time and personalized classes while those for theory and composition teaching were sharing various screens, sharing a whiteboard, and effective data transmission. Also, compared to other majors, it was confirmed that percussion majors had difficulty finding a class space during remote classes. As a measure for safety in face-to-face classes, wind and brass and vocal majors answered that they needed use of a screen while string and percussion majors answered that they needed wearing a mask, maintaining a safe distance, and use of hand sanitizer. This study is significant in analyzing the current state of remote major classes in secondary education institutions specializing in Korean music. Based on this study, it is expected that various studies on teaching methods for Korean music major classes in distance learning will be conducted.

본 연구에서는 인터넷을 이용한 교원 정보화 원격 연수 시스템의 로그 정보를 분석하고, 연수자의 성적 을 분석하였다. 분석 결과를 요약하면 다음과 같다. 첫째, 연수자의 대부분이 근무 시간대에 학교에서 접속하며, 시험 주간에는 일요일의 접속 회수가 현저하게 높게 나타났다. 둘째, 동료 교사와 함께 참여한 연수자는 그렇지 않은 연수자보다 온라인 평가의 성적과 이수율이 높게 나타났다. 그러나 온라인 평가 성적에 대한 낮은 배점으로 최종 성적에는 영향을 미치지 못하였다. 셋째, 온라인 평가의 배점 비율은 20∼30%가 적당하다. 넷째, 하위권의 연수자는 접속 회수가 높을수록 최종 성적이 높게 나타났다. 따라서 사전 평가를 통해서 그들의 능력을 미리 파악하고, 그것을 통해서 하위권 연수자에 대한 지속적인 관심과 독려가 필요하다.

In this study, we analyzed the login frequencies and the learner's results of an examination related in the teacher's information distance learning. The results of analysis are as follows. First, most of learners connected to the learning system in school at office hours. And the login frequencies on Sunday are high remarkably in test pole. Seconds, the on-line assessment and the ratio of completion is high the learner who participation with a fellow worker than the learner who not so. But because of the low allotment of marks about on-line estimation, it hardly influence in the last results. Third, the ratio allotment of marks about on-line estimation is suitable 20-30%. Forth, learners of low grade are higher the login frequencies, the last results is high. Therefore the operator of the learning system estimates ability of learners by pre-test and must have continues and encouragement about leaners of law grade.

The COVID-19 pandemic has had a profound impact on education. As classes moved online to avoid campus outbreaks, teachers and students struggled to make remote learning work. This study examines the experiences of interpreter trainers of mock-conference courses during the pandemic. In-depth interviews with two teachers were carried out to uncover insight into the impact of the pandemic on mock conference, a course that heavily relies on the use of simulation and role play to link classroom activities to real-life practice. Despite the limitations of online learning tools, the trainers adapted to the new norm by adopting resourceful ways to give remote students “as close to the real experience as possible.” Meanwhile, the two trainers identified “new tools fit for the course’s main learning outcomes” and “student support infrastructure” as primary areas in need for assistance. Student feedback from course evaluations was also analyzed to increase the credibility of the findings. This study is expected to help interpreter trainers navigate through the crisis and provide a possible way towards effective online training of future interpreters.

The multi-criteria decision-making model is an important model for infor-mation and training systems. This paper aims to raise concerns associated with problem-oriented learning management, which is based on the multi-criteria decision-making model that adjusts to the level of doubt the users are likely to encounter. In the proposed method of measuring the level of doubt, the user provides a clear, "transparent situational picture" for more objective decision-making. Additionally, the method makes it possible to reduce the probability of guessing the correct answer, which increases the objectivity of knowledge in diagnostic systems for process control training on remote technology.

Sook Kyung Jung. 2012. A study on the phone English and its effect on promoting English speaking fluency. Journal of Linguistic Studies 17(3), 69-88. The purpose of the study was to measure the effect of phone English conversation through smart phones by investigate the process of three month phone English class. 14 college university students participated in the research. Students learning styles and attitudes towards the phone English were explored. According to main research results. students predominantly preferred phone English class over face-to-face English class due to its availability regardless of time and space, one to one teaching style, and the amount of teachers’ corrective feedback. The t-test result of pre and post online speaking test revealed that phone English class has contributed to improving the students' speaking ability. In spite of students' predominant use of smart phones for phone English, most students are not used to utilizing the internet functions of smart phones for learning purpose. (Daejeon University)

e-Learing is the convergence of the information technology and education. E-learning technologies and learning systems that combine information presented by the concept of e-learning contents and learning services, use made by means of learning activities. So far, e-learning is a kind of private education in terms of savings in progress if the education policy of universal education and the knowledge economy is now based on the structure of the society. e-Learning become an important element of e-learning contents and services produced in the most important legal issues that are copyright-related information. The current copyright law and the accepted e-learning is too restrictive side. e-Learning Industry Development Act has a provision on intellectual property, but the provision is only declarative that the rule is difficult to apply to e-learning contents. Although associated with a variety of e-Learning contents, e-Learning contents create business as the work by taking advantage of texts in the contents creation in order to obtain permission from the copyright holder to use. But it is not easy to receive permission to use, e-learning contents requires good timing is actually a legitimate license is often difficult. Therefore, through the maintenance of copyright in the creation of e-learning contents that can be done to realistically support system is necessary. Activation of such e-learning to the maintenance of copyright restrictions and the introduction of regulations such as fair use under copyright law revision are required.

본 연구의 목적은 이러닝 기반 교원연수 프로그램 평가 체제를 개발하는 것이다. 이러한 목적을 달성하기 위한 연구문제로 첫째, 현행 이러닝 기반 교원연수 프로그램 평가의 문제점을 분석하고, 둘째, 이러닝 기반 교원연수 프로그램에 적절한 평가 체제를 개발하는 것이다. 연구방법으로는 문헌고찰과 델파이 기법을 사용하였다. 문헌 및 선행 연구를 분석하여 현행 이러닝 기반 교원연수 프로그램 평가의 문제점을 파악하고, 이러닝 기반 교원원수 프로그램을 적절하게 평가할 평가 체제를 개발하였다. 개발을 위하여 이러닝 전문가, 교원연수 전문가, 교육평가 전문가 20명으로 구성된 전문가 패널을 선정하여 2차에 걸친 델파이 전문가 조사를 실시하였다. 델파이 실시 결과 3개 평가 영역, 12개 평가 항목, 39개 평가 지표로 구성된 이러닝 교원연수 프로그램 평가 체제를 개발하였다. 개발한 평가 체제는 다음과 같은 점에서 기존의 평가 체제와 다른 특색을 갖는다. 첫째, 이러닝 기반의 프로그램 평가 체제인 점을 고려하여 ‘이러닝’의 특색을 살린 평가 항목과 지표를 포함시켰다. 둘째, 대상이 교원이므로 교원의 전문성 신장에 관련된 내용을 지표에 포함시켰다는 점이다.

The purposes of this study were to develop evaluation system for teacher training e-Learning programs. To achieve the objectives of a study, the following research questions were selected. First, to analyze the problem of teacher training e-Learning program evaluation. Second, to develop evaluation system for teacher training e-Learning programs. Research method was used the literature investigation and the Delphi technique. The literature investigation was used to find and analyze the problem of teacher training e-Learning program evaluation. Delphi technique was used to develop evaluation system for teacher training e-Learning programs. Delphi panel was consisted of 20 Specialists, e-Learning field specialists(6 persons), teacher training specialists(7 persons), and educational evaluation specialists(7 persons). Delphi investigations were executed two times. The results of this study were as follows: First, three evaluation categories(analysis, design & develop, implementation) were developed. Second, 12 evaluation items were developed. Third, 39 evaluation question items were developed.

Within the rapidly changing environment of global economics, the environment of higher education in the universities & companies, also, has been, encountering various changes. Popularization on higher education related to lifetime education system, putting emphasis on the productivity of education services and the acquisition of competitiveness through the market of open education, the breakdown of the ivory tower and the Multiversitization of universities & companies, importance of obtaining information in the universities & companies, and cooperation between domestic and oversea universities, industry and educational system must be acquired. Therefore, in order to adequately cope with these kinds of rapid changes in the education environment, operating E-Learning Education & company by utilizing various information technologies and its fixations such as Internet, E-mail, CD-ROMs, Interactive Video Networks (Video Conferencing, Video on Demand), CableTV etc., which has no time or location limitation, is needed.

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.

Shortly after the decision among campuses was made to move online due to the COVID-19 pandemic, Korean tertiary students demanded tuition refunds, citing fees paid did not equate to levels of education received. Considering the numerous concerns involved in switching from traditional to online classes, student dissatisfaction with online classes may not solely be with what students have deemed ‘poor lecture quality’. It is probable that a number of student factors are playing strong roles in overall satisfaction. Korean universities place high value on i) satisfaction, semesterly students offer opinions on classes through completion of teacher evaluations, and ii) EMI, one of the indices assessing global competitiveness on the Jungang-Ilbo university ranking. This study examined English as the Medium of Instruction (EMI) distance learners’ perspectives of satisfaction. While there have been a number of studies on L1 and EFL/ESL online classes, research on EMI distance learning in Korea, and even EMI distance learning classes, is yet uncommon. Results indicated instructional strategy use was higher among students with prior EMI experience, and instructional strategy use and satisfaction differed among specialty disciplines. Analysis of the effects of factors on satisfaction revealed academic integration, academic conscientiousness, and instructional strategy mediated the link between distance learner class engagement and satisfaction. Interestingly, academic conscientiousness was inversely associated with instructional strategy and engagement did not directly influence instruction strategy use. Results suggest simplification might increase efficiency, and this combined with academic conscientiousness and academic integration, which increase when students are engaged, increases EMI distance learning satisfaction.

With the rapid development of modern information technology, distance learning has become a very popular education mode. Special features of distance education lead to the new roles of the teacher in this new environment and request a brand new teacher-student relationship. Based on her experience, the author uses the “instructor” in SUNY Learning Network of the US and the “tutor” in Bewai Online College in China as cases to analyze how a teacher should function in the distance-learning environment. Hopefully through the comparison and contrast of these two cases more pedagogical principles in distance education will be revealed for the benefit of distance educators.

To date, research into the role of affective variables in language learning has been conducted almost exclusively with learners in the classroom. However, the steady increase in the numbers of distance language learners worldwide calls for the research agenda to be extended to include this group of learners, given the specific characteristics and demands that learning at a distance places on its participants. This article reports on motivation and beliefs in the distance learning and teaching of English as a foreign language (EFL) at Shantou Radio and TV University (SRTVU) in China, a strand of a wider study investigating affect which replicated Hurd’s (2006, 2007a, 2007b) study conducted with distance French learners at the Open University (OUUK). As indicated in the findings, interest in English was top of the list of motivating factors, while workload and assessment content/ difficulty were identified as the most demotivating factors. Of all the reported ways to stay motivated, positive self-talk was the most popular. The study also reveals that the beliefs held by Chinese students about their ‘ought self’ do not reflect perceptions of their ‘actual self’ as distance language learners. The article concludes that matters such as course workload, assessment content/difficulty, and course design need to be re-evaluated in the light of the study’s findings, and that it is crucial to provide learner support in order to help reduce the gap between the ‘ought self’ and the ‘actual self’.

이 연구는 2021년 경기지역 179개교 5,189명의 교사 응답을 대상으로 코로나19 이후의 상황 속에서 교사학습공동체가 교사의 원격수업역량과 민주적 학교 문화를 매개로 하여 교사효과성 에 미치는 영향력을 교사 효능감과 교직 만족도로 한정하여 분석하였다. 이를 위해서 경기학교 교육실태조사 종단자료를 분석 대상으로 삼아서 구조방정식(SEM) 기법을 적용한 결과, 다음의 3가지 연구 결과가 도출되었다. 첫째, 교사 효능감 모형과 교직 만족도 모형 모두 교사학습공 동체 활동을 활발히 할수록 교사의 원격수업 역량이 높아지고 민주적 학교문화를 촉진하는 것 으로 나타났다. 둘째, 교사학습공동체 활동을 활발히 할수록 교사 효능감과 교직 만족도에 긍 정적인 효과가 나타났다. 마지막으로 교사 효능감 모형과 교직 만족도 모형에서 교사의 원격수 업역량과 민주적 학교문화의 매개효과는 다른 양상을 보였다. 연구 결과를 토대로 이어지는 제 언은 다음과 같다. 첫째, 단위 학교의 교육력 제고를 위해서 교사 간 협력을 기반으로 한 민주 적인 학교문화를 구축하기 위한 노력이 요구된다. 둘째, 원격수업역량과 같은 교사 전문성 향 상은 교사학습공동체 중심으로 이루어질 필요가 크다. 마지막으로 교사의 원격수업 역량을 보 다 체계적으로 분석하고 개선하기 위한 방안을 마련하는 노력이 필요하다.

This study aimed to analyze the Teacher effectiveness of the Professional learning communities(PLCs) on teacher efficacy and teacher satisfaction with 5,189 teacher responses from 179 schools in Gyeonggi Province in 2021 after COVID-19. This study have investigated methods for the structural equation models(SEM). First, as PLCs developed, it was found that competence of teachers’ distance learning and the democratic school culture had a positive effect in both the teacher efficacy model and the teacher satisfaction model. Second, as PLCs developed, the more positive the teacher efficacy and teacher satisfaction were. Finally, the mediating effect of competence of teachers’ distance learning and democratic school culture showed different patterns in both models. The suggestions that lead to the research results are as follows. First, in order to improve the educational power of unit schools, efforts are needed to establish a democratic school culture based on cooperation between teachers. Second, teachers’ professional development such as distance learning competency should be improved with PLCs. Finally, efforts are needed to come up with measures to more systematically analyze and improve Teachers’ Distance Learning Competency.