• 한국학교수학회논문집
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• 제17권2호
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• pp.193-205
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• 2014

본 연구는 개인별 지도에 초점을 둔 코칭(Coaching)학습법을 대학수학에 적용하여 학습능력과 성취도에서의 효과를 검증하였다. 대학수학에서 코칭학습법에 참여한 집단은 비참여 집단보다 학업성취도에서 유의미한 효과가 있었다. 또한, 학습부진 집단이 우수 집단보다, 여학생이 남학생보다 학업성취도에서 더 많이 향상되었다. 본 연구는 제한된 인원과 시간으로 인해 대학수학에서 코칭학습법의 효과에 대해 성급한 일반적 결론을 이끌어 내기에는 부족함이 있다. 하지만 대학수학에서 코칭학습법이 처음 적용되었다는 점과 수학교과에서 새로운 교수법으로서 토대를 마련했다는 것에 의미가 있다.

• 전자공학회논문지B
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• 제31B권7호
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• pp.159-169
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• 1994

In this paper, we develop a prototype of ITS(Intelligent Tutoring Systems) system: UNIX TUTOR. It is designed for the purpose of teaching the UNIX beginners the principal concepts of UNIX and the shell commands using the communication between the student and the system. UNIX TUTOR engages the student in a two-way conversation that is mixed-initiative dialogue and attempts to teach the student UNIX via the Socratic method of guided discovery and the Coaching method interchangeably. And the student model is based on both the overlay model and the buggy model together. Thus TUTOR aims at teaching the students effectively whose levels of learning are different using various explanations which are determined by the student model. Because the knowledge representation for UNIX-TUTOR is based on the frame structure and the production rules it is easy to represent the complicated constructs. UNIX TUTOR is implemented on the SPARC station using X/Motif and C for cp command among 10 ones which were selected.

• 의학교육논단
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• 제14권2호
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• pp.78-85
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• 2012

This paper will discuss the issues in four different small group teaching programs administered by the Seoul National University Medical School, and will address and propose solutions to those issues for improving the effectiveness of the programs. Medical school has a particular educational environment that differs from the rest of the university. Therefore, program managers should develop better models to fit medical school needs by reviewing our practices and planning for improvement. As managers of these programs, the authors interviewed students applying to participate. If our responsibilities for these programs continue for a sufficient period of time and we have a sufficient number of participants hereafter, we will do a survey and generate more reliable conclusions from quantifiable data. However, given that these programs are in their early stages, we present here some introductory remarks on the theory behind the programs and the outcomes we expect. The discussion will define and explain the different needs and roles of each participant (professor, student, and manager) in the program, and will suggest some practical ways for the managers in the programs to make improvements to the existing model so that the enhanced programs can better suit the needs of the medical school.