본 연구에서는 LMS 활용도와 필요도가 높은 교수-학습 활동을 파악해봄으로써 대학 강의에서 LMS가 구체적으로 어느 교수-학습 활동에 의미가 있는지와 활용도와 필요도가 높은 교수-학습 활동에 대해 교수와 학생간에 인식의 차이가 있는지를 알아보고자 하였다. 본 연구의 설문조사를 위해 교수-학습 활동을 강의 전, 강의 중, 강의 후로 구분하여 33개의 문항으로 구성된 설문지를 작성하였으며 교수 43명, 학생 461명이 설문에 응답하였다. 설문결과 ...
본 연구에서는 LMS 활용도와 필요도가 높은 교수-학습 활동을 파악해봄으로써 대학 강의에서 LMS가 구체적으로 어느 교수-학습 활동에 의미가 있는지와 활용도와 필요도가 높은 교수-학습 활동에 대해 교수와 학생간에 인식의 차이가 있는지를 알아보고자 하였다. 본 연구의 설문조사를 위해 교수-학습 활동을 강의 전, 강의 중, 강의 후로 구분하여 33개의 문항으로 구성된 설문지를 작성하였으며 교수 43명, 학생 461명이 설문에 응답하였다. 설문결과 분석결과 일반대학에서 강의진행을 지원하는 도구로서 LMS는 순수 온라인 기반의 교수-학습 활동보다는 면대면 상황의 교수-학습 활동에 대한 지원이 더욱 중요시 되어야 한다는 점이다. 강의 전 단계에서는 강의 관련 일반 정보와 참고자료 제공 활동에 대한 지원이 요구되며 강의 중 단계에서는 학생의 입장에서 과제물 관련 확인, 제출, 관리 활동을 원활하게 지원할 수 있어야 한다. 강의 후 단계에서는 주목할 만한 사항으로 과제물에 대한 피드백 제시, 과제물 점수 부여, 퀴즈 평가 결과 점수 부여, 강의 후 강의내용 질의 답변, 수강생별 평가 항목 점수 제시 활동과 같이 교수와 학생 간에 면대면 상황에서 부족할 수 있는 상호작용을 비실시간적으로 지원할 수 있어야 한다는 점이 도출되었다.
본 연구에서는 LMS 활용도와 필요도가 높은 교수-학습 활동을 파악해봄으로써 대학 강의에서 LMS가 구체적으로 어느 교수-학습 활동에 의미가 있는지와 활용도와 필요도가 높은 교수-학습 활동에 대해 교수와 학생간에 인식의 차이가 있는지를 알아보고자 하였다. 본 연구의 설문조사를 위해 교수-학습 활동을 강의 전, 강의 중, 강의 후로 구분하여 33개의 문항으로 구성된 설문지를 작성하였으며 교수 43명, 학생 461명이 설문에 응답하였다. 설문결과 분석결과 일반대학에서 강의진행을 지원하는 도구로서 LMS는 순수 온라인 기반의 교수-학습 활동보다는 면대면 상황의 교수-학습 활동에 대한 지원이 더욱 중요시 되어야 한다는 점이다. 강의 전 단계에서는 강의 관련 일반 정보와 참고자료 제공 활동에 대한 지원이 요구되며 강의 중 단계에서는 학생의 입장에서 과제물 관련 확인, 제출, 관리 활동을 원활하게 지원할 수 있어야 한다. 강의 후 단계에서는 주목할 만한 사항으로 과제물에 대한 피드백 제시, 과제물 점수 부여, 퀴즈 평가 결과 점수 부여, 강의 후 강의내용 질의 답변, 수강생별 평가 항목 점수 제시 활동과 같이 교수와 학생 간에 면대면 상황에서 부족할 수 있는 상호작용을 비실시간적으로 지원할 수 있어야 한다는 점이 도출되었다.
This study was conducted to find out teaching-learning activities in the high level of recognition of use and necessity on LMS for supporting face-to-face lectures in University and to analyze the significant differences between professors and students among that categorized teaching-learning activi...
This study was conducted to find out teaching-learning activities in the high level of recognition of use and necessity on LMS for supporting face-to-face lectures in University and to analyze the significant differences between professors and students among that categorized teaching-learning activities. To conduct this study, two research questions were proposed. The first one was to describe the teaching-learning activities with the high recognition of use and necessity on LMS. The second one was to analyze the significant difference between professors and students among learning-teaching activities selected as the high level of recognition of use and necessity. This study was conducted by survey. To make up questions of survey, the teaching-learning activities was categorized into three steps of activities, like the teaching-learning activities before lecture, during lecture and after lecture. According to the three types of teaching-learning, 33 questions for survey were determined. After finishing this survey, the result of respondent was 43 professors and 561 students responded. Through the analysis of the survey, the conclusion was derived like below. First of all, in general viewpoint, it should be considered as the primary elements that the support for teaching-learning activities in face-to-face environment more than the support for teaching-learning activities in on-line based environment. Specifically, in the step before lecture, it should be considered that the support for activities providing general information on lecture and material. In the step during lecture, it should be considered that the support for activities submitting, checking, administrating tasks as the viewpoint of student. Lastly in the step after lecture, the most remarkable things were derived. In this step, it should be considered that the support for activities delivering feedback and grading tasks, replying questions, scoring evaluation items by each student. Those activities have the function of making up the lack of interaction between professor and student in face-to-face environment. Because these results were stressed at the side of student. promotion of convenience and extension of public information on LMS should be conducted in order to be used more actively by professors. In conclusion, it need to analyse the teaching-learning activities that should be primarily considered on the basis of user's recognition on LMS for supporting lectures in university. Through those analysis it would be possible to build the most appropriate LMS for face-to-face lecture in campus-based university.
This study was conducted to find out teaching-learning activities in the high level of recognition of use and necessity on LMS for supporting face-to-face lectures in University and to analyze the significant differences between professors and students among that categorized teaching-learning activities. To conduct this study, two research questions were proposed. The first one was to describe the teaching-learning activities with the high recognition of use and necessity on LMS. The second one was to analyze the significant difference between professors and students among learning-teaching activities selected as the high level of recognition of use and necessity. This study was conducted by survey. To make up questions of survey, the teaching-learning activities was categorized into three steps of activities, like the teaching-learning activities before lecture, during lecture and after lecture. According to the three types of teaching-learning, 33 questions for survey were determined. After finishing this survey, the result of respondent was 43 professors and 561 students responded. Through the analysis of the survey, the conclusion was derived like below. First of all, in general viewpoint, it should be considered as the primary elements that the support for teaching-learning activities in face-to-face environment more than the support for teaching-learning activities in on-line based environment. Specifically, in the step before lecture, it should be considered that the support for activities providing general information on lecture and material. In the step during lecture, it should be considered that the support for activities submitting, checking, administrating tasks as the viewpoint of student. Lastly in the step after lecture, the most remarkable things were derived. In this step, it should be considered that the support for activities delivering feedback and grading tasks, replying questions, scoring evaluation items by each student. Those activities have the function of making up the lack of interaction between professor and student in face-to-face environment. Because these results were stressed at the side of student. promotion of convenience and extension of public information on LMS should be conducted in order to be used more actively by professors. In conclusion, it need to analyse the teaching-learning activities that should be primarily considered on the basis of user's recognition on LMS for supporting lectures in university. Through those analysis it would be possible to build the most appropriate LMS for face-to-face lecture in campus-based university.
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