학습분석 수업설계모형 개발

국문 초록 (Abstract)

이 연구는 초, 중, 고등학교의 일반 교실환경에서 교사들이 학습분석을 활용하여 체계적인 수업을 할 수 있도록 학습분석 수업설계모형을 개발하는 것을 목적으로 한다. 이를 위해 기존의 수업설계모형, 학습분석모형 문헌들을 탐색하여 학습분석 수업설계모형의 구성요소들을 도출하고, 그것을 바탕으로 모형을 설계하였다. 설계된 모형은 내적타당화를 위한 교수학습분야를 전공한 3인의 전문가 검토와 외적타당화를 위한 현직교사 12인의 사용성 평가를 거쳐 수정 보완된 후 최종 학습분석 수업설계모형이 개발되었다. 이후 최종 모형은 교수설계 및 모형전문가 6인으로부터 타당화를 검증받았고 그 결과 본 연구결과로 개발된 WISE 학습분석 수업설계모형은 타당한 것으로 나타났다. 결론적으로 이 연구는 학습분석을 활용한 수업설계모형을 통해 교수학습현장을 개선하기위한 새로운 가능성을 제시한다. 한편 이 연구에서 개발된 학습분석 수업설계모형은 교육 현장에서 사용하는 교사의 역량, 학습정보의 정확성, 교육환경의 여건 등에 따라 사용성이 달라질 수 있다는 한계가 있지만 다음과 같은 의의가 있다. 첫째, 이 연구는 최초로 초, 중, 고등학교의 일반적인 교수학습 현장을 대상으로 한 학습분석 수업설계 모형을 개발했다는 의의가 있다. 둘째, 이 연구는 학습분석을 초, 중, 고등학교의 일반적인 교수학습 현장에 적용할 수 있는 실제적인 수업모형의 기준을 제시한다는 의의가 있다. 끝으로 모형 개발 효과, 학교급간 차이에 대한 수업모형 적합성 검증, 온라인 기반의 학습분석모형들과의 연계 등의 후속연구를 제언한다.

다국어 초록 (Multilingual Abstract)

The study aims to develop a learning analytics instructional design model so that teachers can systematically teach using learning analytics in the general classroom environment of elementary, middle and high schools. To this end, the existing classroom instructional design model and learning analytics model literatures were explored to derive the components of the learning analytics instructional design model, and the model was designed based on it. The designed model was revised and supplemented by three experts who majored in the field of teaching and learning for internal feasibility and by 12 incumbent teachers for external feasibility, and the final learning analytics instructional design model was developed. After that, the final model was validated by 6 instructional design and model experts, and as a result, the WISE learning analytics instructional design model developed as a result of this study was found to be valid. In conclusion, this study presents a new possibility to improve the teaching and learning field through the instructional design model using learning analytics. Meanwhile, the learning analytics instructional design model developed in this study has limitations that its usability can vary depending on teachers’ capabilities, accuracy of learning information, and conditions in the educational environment, but this study has the following implications. First, the study is meaningful in that it developed a learning analytics instructional design model for general teaching and learning field of elementary, middle and high schools for the first time. Second, this study is meaningful it suggests the standard of practical instructional model that can be applied to general teaching and learning fields in elementary, middle and high schools. Finally, follow-up studies such as model development effects, verification of the model suitability for differences between schools, and linkage with online-based learning analysis models are suggested.

목차 (Table of Contents)

• 논문요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

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