디지털융복합연구 (Journal of Digital Convergence)

한국디지털정책학회 (The Society of Digital Policy and Management)
권호 표지
DOI QR코드

DOI QR Code

언택트시대, 비대면 온라인 수업의 효율성 연구 -대학 수학 수업에서의 다양한 수업기법 활용을 중심으로-

A Study on the Efficiency of Online Classes -Focused on Various Teaching Methods in College-

  • 투고 : 2021.08.23
  • 심사 : 2021.10.20
  • 발행 : 2021.10.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

코로나19 사태로 인하여 일반 대학에서 갑작스럽게 시행된 온라인 수업은 학력저하에 대한 많은 우려감이 팽배한 상황이다. 이에 본 연구는 오프라인으로 진행되었던 같은 과목(미적분학I)의 같은 내용의 수업을 100% 온라인수업으로 수행하면서 그에 걸맞은 다양한 교수학습방법을 통해 수업의 질을 유지하고자 했다. 그 결과 학생들의 학업 성취도는 오프라인 수업 때와 유사하거나 오히려 우월한 성과를 보여주었고 학습자들의 인식 및 만족도에 있어서도 온라인수업의 장점들이 부각되었다. 그러나 이는 단순한 온라인수업의 성과라기보다는 기존의 오프라인 수업에 다양한 교수학습 자료와 테크놀로지 활용이 더하여진 교수자의 강의 운영에서 비롯된 결과로서 오프라인과 온라인이라는 매체의 차이보다는 교수학습방법의 완성도가 가장 큰 영향을 미쳤음을 파악했다. 본 연구는 코로나19 사태 이후로도 온라인수업의 잠재성과 비전을 보여주는 의미 있는 연구로서 향후 더욱 다양한 교육과정에서 검증 연구가 이어질 것을 기대한다.

Sudden implementation of online classes in higher education due to Covid19 pandemic implies a lot of worries about academic performance declining. Thus, this paper analyzed a class(CalculusI) taught 100% online which was the same as the offline class before. This class tried to maintain the same quality as the offline one by utilizing various teaching strategies. The result shows the academic achievement level was similar or higher than that of offline class, and so was the students' perception and satisfaction degree. However, this was not just the outcome of online class, but it came from the professor's well-designed teaching plan and smooth operation of the class. It implicates successful teaching methodology is more important factor than such medium difference as online or offline. This study suggests the potential of online classes after the Covid19 pandemic, and expects further studies verify the result in a lot more curricula.

키워드

참고문헌

  1. M. Nam. (2020). Opinions on Classes Triggered by Corona 19. Economy and Society, 105-133.
  2. Ministry of Education. (2020). Plan to Settle Down Distance Learning after School Beginning Online. Press Release(2020. 3. 31).
  3. Ministry of Education (2020). Preparations of Academic Management Guideline to Deal with Covid19 Pandemic. Press Release(2020.02.12).
  4. Y. H. Lee. (2021). Explorations for the Effective Implementation Based on the Students' Satisfaction Survey for the Online Class in the University for the COVID-19 Response. Cultural Exchange and Multicultural Education, 10(1), 271-306.
  5. S. Hong. (2020). Teaching Reflection on the General Education Courses in Non Face-to-face Environment Due to the Covid-19 Pandemic. Korean Journal of General Education, 14(6), 283-298. https://doi.org/10.46392/kjge.2020.14.6.283
  6. N. Sulistyani1, B. Utomo1 and Y. D. Kristanto. (2020). Emergency Remote Teaching Experiences of Mathematics Education Lectures to Address COVID-19 Pandemic. Journal of Physics: Conference Series, 1806. International Conference on Mathematics and Science Education (ICMScE), 14-15. https://doi.org/10.1088/0305-4470/2/1/003
  7. N. B. Milman. (2012). The Flipped Classroom Strategy:What is It and How can It best be Used?. Distance Learning, 9(3), 85-87.
  8. R. Rajkumar, & G. Hema. (2017). The Flipped Classroom: An Approach to Teaching and Learning Mathematics Education. In D. Chitra & U. Ramachandran (Eds). Teacher Education in Digital Era. International Conference on Teacher Education in Digital Era Organized by IQAC. 753-757.
  9. S. Shim. (2021). An Empirical Study on the Elements of Successful Flipped Learning Instruction in College Class. Regional Industry Review, 44(2), 297-316. https://doi.org/10.33932/rir.44.2.13
  10. S. Song. (2017). Strategic Flipped Learning In-class Design. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7(3), 851-859. https://doi.org/10.14257/ajmahs.2017.03.51
  11. K. Mantyla. (2001). Blended Learning: The Power is in the Mix. American Society for Training & Development. VA: ASTD.
  12. J. Kim. (2008). E-Learning and English Education. Seoul: Hankook Publishing House
  13. K. Thorne. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page.
  14. C. J. Bonk & C. R. Graham. (2006). The Handbook of Blended Learning. San Francisco: Pfeiffer.
  15. T. Lim, H. Kim, N. Cho. (2016). Case Study of Education for Partners Companies Utilizing Blended Learning. The Journal of Training and Development, 32, 21-31.
  16. H. Kwon, E. Moon, & I. Park. (2015). A Meta-analysis on Effects of Blended Learning in Korea. The Journal of Educational Information and Media, 21(3), 333-359.
  17. J. H. Leem. (1999). The Theoretical Backgrounds of Web-based Education from the Viewpoint of Interaction. Journal of Educational Technology. 15(3), 29-54. https://doi.org/10.17232/KSET.15.3.29
  18. L. C. Shulman. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-41. https://doi.org/10.3102/0013189X015002004
  19. A. Clark-Wilson, O. Robutti, & M. O. J. Thomas. (2020). Teaching with Digital Technology. ZDM Mathematics Education, 52(7), 1223-1242. https://doi.org/10.1007/s11858-020-01196-0
  20. Y. Y. Hong. & M. O. J. Thomas. (2006). Factors Influencing Teacher Integration of Graphic Calculators in Teaching Mathematics, The 11th Asian Technology Conference in Mathematics, Hong Kong, 234-243
  21. P. Rabardel (1995). Les Hommes et les Technologies, Approach Ecognitive des Instruments Contemporains. Pais: Arm and Colin.
  22. Y. Y. Hong. (2014). Pre-service Teachers' Practical Use of Graphing Calculators for STEAM Education, The Journal of Educational Information and Media, 20(3), 355-372.
  23. H. S. Lee. (2020). A Study on the Perception of Professors and Learners on the Remote Learning of University Education - Focused on the Cases of M University. Journal of the Korean School Mathematics Society, 23(3), 377-395.