웹 기반 훈련(WBT)에서 학습 스타일에 따른 학습자-강사 상호작용과 성취도 비교

서지정보

· 발행기관 : 한국기업교육학회
· 수록지 정보 : 기업교육연구 / 1권 / 1호
· 저자명 : 강명희, 박성희

목차

I.서론
II.이론적 배경
III.연구방법
IV.연구결과 및 해석
V.결론 및 제언
참고문헌
Abstract

초록

본 연구의 목적은 웹기반 훈련에서 학습 스타일(분산자, 융합자, 수렴자, 적응자)에 따라 학습자-강사의 상호작용의 빈도수와 유형 및 성취도에 어떠한 차이가 있는지를 분석하는데 있다. 연구결과, 학습 스타일별 상호작용 빈도수는 통계적으로 유의미한 차이를 보이지 않았으며, 학습 유형에서는 수렴자와 적응자가 게시판 참여에서 적극적인 활동을 보이는 반면, 분산자와 융합자는 관찰활동을 선호하는 것으로 나타났다. 성취도에서는 유의도 수준 .10에서 유의미한 차이를 나타났으며, Scheff 사후 검증 결과 분산자와 수렴자에서 유의미한 차이를 보였다. 수렴자가 분산자보다 성취도에서 높은 점수를 나타냈는데, 이런 결과는 게시판 활동을 위주로 하는 웹기만 훈련에서는 다른 유형의 학습자보다는 수렴자가 효과적인 학습을 할 수 있다는 점을 제시하고 있다.

영어초록

As the computer and network technology rapidly developed, collecting and reproducing the information became an important issue. And every area of our socity such as politics, economy, culture has been influenced accordingly. Recently World Wide Web is used widely to meet the needs of information society as well as the field of education.
By using WWW, the boundaries of space and time has been overcome and the sharing information has never been easier. Along with this rapid change, the business enviroment especially the training field has changed a lot. On the job training and just in time training concepts have been introduced and implemented. Network based training are now commonly used techniques.
This study focused on the effect of learning style on learner-instructor interaction and achievement. In order to elucidate these areas of inquiry, using LSI(Learning Style Inventory) 4 groups who were participated in WBT were categorized. 77 participantes were selected randomly and categorized into four different groups.
The ANOVA result shows that no significant statistical difference among four different learning styles on learner-instructor interaction. But, Statistical difference was found in achievement between converger and diverger(p=.092, p<.10).
From the above results, the following conclusins were made. First, it is necessary to make an WBT enviroment to do small group activities such as small group disscussions using electronic bulletin board in conducting group projects.
Second, WBT must be used as a CDP(Career Development Process) for learners to analyze his/her learning style and find a proper learning method to fit his/her style.
Lastly, further research on learner-instructor interaction, learner-content interaction, learner-learner interaction studies are needed to have better understanding on WBT and design properly.

참고자료

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