시간관리전략의 활성화를 촉진시키는 교수설계기반의 e-Learning 교수모형 탐색

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 21권 / 4호
ㆍ저자명 : 이인숙

목차

Ⅰ. 연구의 필요성
Ⅱ. 이론적 배경
Ⅲ. 연구 문제 및 방법
Ⅳ. 연구결과
Ⅴ. 논의 및 결론
참 고 문 헌

한국어 초록

본 연구는 e-Learning 환경에서 독립형 설계와 통합형 설계가 학습자의 시간관리전략 수준을 증진시킬 수 있는지를 알아보고, 교수설계를 위한 시사점을 도출하고자 하였다. 독립형 설계를 통해 학습한 51명과 통합형 환경에서 수강한 32명을 대상으로 하였다. Britton과 Tessor(1991)의 시간관리검사지를 사전검사와 사후검사용으로 사용하였으며 사전사후 평균치의 차이에 대한 유의성을 검증하기 위해서는 t 검증을, 그리고 성(gender) 의 영향을 알아보기 위해서는 multi-regression을 실시하였다. 연구결과, 독립형 교수설계는 ‘일일계획하기’ 전략 수준을 향상시키는데 유의미한 영향을 주었으며, 통합형 교수설계는 ‘일일계획하기’ 및 ‘전체’ 전략 수준을 향상시키면서 전반적으로 그 영향력은 독립형 교수설계보다 매우 우수하였다. 한편, 시간관리전략 교육과 지원을 통해서 여성은 남성보다 ‘일일계획하기’ 전략 수준의 향상에 더 많은 효과를 보았음을 알 수 있다. 본 연구결과를 기반으로 다섯 가지의 시간관리전략 향상을 위한 교수설계 접근 및 시사점을 제시하고 있다.

영어 초록

The current study intended to define the effects of a time management training program (calledindependent instructional design) and a time management supportive LMS embedded program along with a training program (called combined instructional design) within the e-Learning environment. Based on the findings, it further explored the implications for instructional design for e-learning based time management strategy development programs. The research participants included 51 adult learners in the corporate sector who have taken a time management e-learning course offered by the independent instructional design and32 learners who have taken a course by the combined instructional design. To measure the participants' preand post-time management level, Britton and Tessor's (1991) time management test instrument was applied. The instrument includes 'daily planning' and 'long-term planning' items with 5 Likert scales. The research tools were comprised with (1) a time management e-learning course, called 'Doing the Prestigious First' and (2) a time management support functions embedded LMS. Data has been treated with t-test and multi-regression. The results revealed that the independent instructional design has produced significant effects on the improvement of 'daily planning' behaviors. The combined instructional design approach showed its greatest effects in improving the total variables of time management strategies and 'daily planning', much greater effects than the independent instructional design. In addition, the gender factor independently affected significantly on the improvement of 'daily planning' with more changes in females than males. From the research results, the following conclusions and suggestions are to be discussed: First, both the independent instructional design and the combined design may contribute enhancing time management strategies. Second, the combined design, however, may have a higher contribution to strategy development than the independent design. Third, there might be various specific independent and embedded instructional strategies when constructing the combined design. Fourth, both the independent and combined approach are valuable for 'daily planning' strategies; the combined approach might be recommended for long term planning. Fifth, regardless of any instructional design approach, females seem to enjoy more benefits from instructional design for time management enhancement.Key words : e-Learning, Learning strategies, Time management, Instructional Design, Instructional Model, Independentt Design, Combined Design

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