웹기반교육에서의 강좌평가 도구개발

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 18권 / 1호
ㆍ저자명 : 이명근, 양유정

목차

I. 서 론
II. 웹기반교육의 효과성과 강좌평가
III. 연구방법 및 절차
IV. 연구결과
V. 결론 및 제언
참 고 문 헌

한국어 초록

본 연구의 목적은 웹기반교육의 질을 제고하고 효과적인 교육의 설계, 운영을 위한 강좌평가 준거를 도출함으로써 웹기반교육의 강좌평가를 위한 기초적 틀을 제시하고자 하였다. 이를 위해 국내외 면대면 교육과 웹기반교육의 강좌평가와 관련된 선행연구를 통해 웹기반교육의 잠정적 평가준거를 도출하고 이에 따른 강좌평가 설문지를 작성하여 요인분석을 실시함으로써 교수학습 내용, 기술지원, 교수학습 설계/전략, 교수활동, 강좌관리/지원, 학습환경의 6개 영역으로 구성된 강좌평가 도구를 개발하였다. 이와 같이 선행연구를 통해 이론적으로 도출된 웹기반교육 강좌평가 영역을 실증적으로 검토함으로써 신뢰도와 타당도가 확인되었고, 교수-학습 차원에서 가상강좌의 전반적인 질을 개선하고 효과성을 향상시키기 위한 유용한 도구로서의 활용 가능성을 확인하였다. 본 연구에 의해 도출된 평가체계는 웹기반교육에서의 교수-학습 과정의 질을 개선하는데 유용한 자료로 활용 가능하며, 향후 웹기반교육의 효과성과 수월성 제고에 도움이 될 것으로 기대한다.

영어 초록

Rapid advancement of internet and communication technology propels changes in our educational system with number of web-based courses in universities. However, a well-defined set of criteria and quality measures for course evaluation are required to enhance and maintain the quality and effectiveness of such courses.This study aims to provide a conceptual framework based on the actual evaluation by the students on the quality and effectiveness of web-based courses.Through literature reviews on off-line and on-line course evaluations, eight tentative dimensions were logically developed and categorized: Instructor/Facilitator, Learning/Course Value, Course Design/Organization, Rapport/ Interaction, Workload/Difficulty, Examination/Grading, Operation/Administration and System/ Technology. A set of survey questionnaire was developed based on these tentative dimensions, and the survey results were analyzed by exploratory factor analysis(EFA) and confirmatory factor analysis(CFA). Six dimensions - Learning Material/Contents, Technical Support, Instructional Design/Strategy, Instructional Activity, Course Management, Learning Environment - were identified by EFA and were subsequently tested by CFA to confirm the construct validity and model fitting.The conclusions of this study are as follows: First, the study identified a set of measures for web-based course evaluation and also developed a framework to effectively design web-based courses. Second, empirical study cases confirmed reliability and validity of the proposed evaluation measures. Thus, the evaluation criteria would provide diagnostic feedbacks to improve overall teaching effectiveness. Third, the six measures which are multidimensional and interactive with each other, determine the effectiveness of web based instruction. Fourth, the quality of course contents is identified as the most important factor for successful web-based course. Fifth, various teaching strategies and learning methods are required to improve interactions in web-based courses.

참고 자료

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