Journal of Practical Engineering Education (실천공학교육논문지)

Korean Institute for Pratical Engineering Education (한국실천공학교육학회)
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Analysis of Learner Perceptions in Interdisciplinary Education Curriculum: An Exploration of Modular Education Utilizing Expectancy Theory

융합학문 교육과정의 학습자 인식 분석: 기대이론을 활용한 모듈형 교육 탐구

  • Ji-Seob Park (Department of Future Technology, Korea University of Technology and Education) ;
  • Oh-Young Kwon (Department of Media & Communication, Joongbu University) ;
  • Hun Kim (Department of Media & Communication, Joongbu University)
  • 박지섭 (한국기술교육대학교 융합학과) ;
  • 권오영 (중부대학교 미디어커뮤니케이션학과) ;
  • 김헌 (중부대학교 미디어커뮤니케이션학과)
  • Received : 2023.07.25
  • Accepted : 2023.08.23
  • Published : 2023.12.31
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Abstract

With the advent of the Fourth Industrial Revolution, there is an increasing demand for interdisciplinary studies in the realm of university education. Accordingly, this study sought to explore learners' perceived expectation factors for a modular curriculum, one of the primary strategies for curriculum revision in interdisciplinary departments, by applying the Expectation Theory. Learners' perceptions were measured pre and post during the second semester of 2022. The results confirmed that among the expectation factors, the selection factor significantly decreased after the course compared to before. Changes in the understanding and perceived difficulty level of tool utilization within the course may have influenced these results. The significance of this study lies in providing direction for curriculum revisions in interdisciplinary departments by analyzing learners' perceptions of the modular curriculum. Specifically, curriculum design should focus on reducing difficulties and cognitive burdens associated with educational tool utilization. Furthermore, considering that students' prior experience and understanding of educational tools can impact educational outcomes, it is crucial to factor these elements when designing a modular curriculum.

4차 산업혁명 시대가 도래함에 따라 대학 교육 영역에서도 융합학문에 대한 요구가 증가하고 있다. 따라서 본 연구는 기대이론을 적용하여 융합 관련 학과의 교육과정 개정의 주요 전략 중 하나인 모듈형 교육과정에 대한 학습자의 인식된 기대 요인을 탐색하였다. 2022년도 2학기 동안 학습자의 인식을 사전-사후로 측정하였고, 결과적으로 기대 요인 중 선택 요인은 수강 전과 비교하여 수강 후에 유의미한 수준으로 낮아진 것을 확인하였다. 과목 내 도구 활용에 대한 이해 및 어려움 수준에 대한 인식 변화가 위 결과에 영향을 미쳤을 가능성이 있다. 본 연구의 결과는 모듈형 교육과정에 대한 학습자들의 인식을 분석함으로써 융합 관련 학과의 교육과정 개정에 방향을 제시한다는 점에서 의미가 있다. 구체적으로, 교육 도구 활용에 대한 어려움이나 인지적 부담을 줄이는 방향으로 교육과정을 설계해야 한다. 또한, 교육 도구에 대한 학생들의 사전 경험과 이해 수준이 교육 성과에 영향을 미칠 수 있다는 점을 감안하여 모듈형 교육과정을 설계해야 한다.

Keywords

Acknowledgement

이 논문은 2022년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2022S1A5A8051126).

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