사이버대학 교수자가 예측하는 수업난이도와 학업성취도 관계 연구 A Study on the Relationship of the Degree of Instructional Difficulty to Academic Achievement Predicted by Teachers in Cyber College원문보기
In a cyber college, it's not easy to modify or complement a lesson plan in response to reaction from learners due to the difference between the time of instruction of teachers and the time of learning of the learners. For this reason, it's quite important for teachers to select what to teach and the...
In a cyber college, it's not easy to modify or complement a lesson plan in response to reaction from learners due to the difference between the time of instruction of teachers and the time of learning of the learners. For this reason, it's quite important for teachers to select what to teach and the degree of difficulty in consideration of the state of learners.
The purpose of this study was to examine the relationship between the degree of instructional difficulty expected by teachers and the accuracy of their prediction of the academic achievement of students in a cyber college. The subjects in this study were 66 selected teachers in a cyber college, on whom a survey was conducted to find out about the expected level of difficulty, the expected academic achievement of their students, their actual academic achievement, the teaching experience of the teachers and the level of interaction in class. The collected data were analyzed, and the major findings of the study were as follows:
First, there was a negative correlation between the expected level of difficulty and the expected academic achievement of the students. The teachers predicted academic achievement more accurately when they considered the degree of difficulty to be higher.
Second, whether there would be any differences between the group that attained the expected academic achievement though the predicted degree of difficulty was higher and the other group that lagged behind in academic achievement though the predicted degree of difficulty was lower was analyzed. As a result, no significant differences were found according to teaching experience, but there were differences between the two groups according to teaching experience in a cyber college at the 0.097 level of significance. The free bulletin board that primarily aimed at building social intimacy couldn't explain the differences between the two groups, but there were intergroup differences according to the frequency of interaction on the Q&A bulletin board that consisted of direct questions and answers about the learning content.
When two teachers were interviewed in depth, both of them replied that the Q&A bulletin board was useful for the prediction of the achievement level of the learners, which lent credibility to the above- mentioned finding. When they were asked in an additional interview about the criteria of the reuse of lectures(contents), they answered they reused their lectures when there was no substantial changes in the learning content or no particular social requirements. Basically, every lecture must no longer be reused when it's been three years after it was first prepared irrespective of the characteristics of courses and the type of lectures(contents), and new contents must be produced, instead. But this system doesn't seem to work. It's just likely to alter the way of managing existing lectures(contents) instead of supplementing the lectures by shooting them again in consideration of learner needs or suggestions. Such teaching practices seem to result in detracting from the quality of lectures(contents).
The above-mentioned findings imply that the degree of difficulty predicted by the teachers had something to do with the accuracy of their prediction of the academic achievement of the learners in the cyber college. This study is of significance in that it suggests that every cyber college should provide detailed information on the expected degree of difficulty, and that in order to boost the achievement of learners, close attention from teachers and assistance from college itself are both necessary.
In a cyber college, it's not easy to modify or complement a lesson plan in response to reaction from learners due to the difference between the time of instruction of teachers and the time of learning of the learners. For this reason, it's quite important for teachers to select what to teach and the degree of difficulty in consideration of the state of learners.
The purpose of this study was to examine the relationship between the degree of instructional difficulty expected by teachers and the accuracy of their prediction of the academic achievement of students in a cyber college. The subjects in this study were 66 selected teachers in a cyber college, on whom a survey was conducted to find out about the expected level of difficulty, the expected academic achievement of their students, their actual academic achievement, the teaching experience of the teachers and the level of interaction in class. The collected data were analyzed, and the major findings of the study were as follows:
First, there was a negative correlation between the expected level of difficulty and the expected academic achievement of the students. The teachers predicted academic achievement more accurately when they considered the degree of difficulty to be higher.
Second, whether there would be any differences between the group that attained the expected academic achievement though the predicted degree of difficulty was higher and the other group that lagged behind in academic achievement though the predicted degree of difficulty was lower was analyzed. As a result, no significant differences were found according to teaching experience, but there were differences between the two groups according to teaching experience in a cyber college at the 0.097 level of significance. The free bulletin board that primarily aimed at building social intimacy couldn't explain the differences between the two groups, but there were intergroup differences according to the frequency of interaction on the Q&A bulletin board that consisted of direct questions and answers about the learning content.
When two teachers were interviewed in depth, both of them replied that the Q&A bulletin board was useful for the prediction of the achievement level of the learners, which lent credibility to the above- mentioned finding. When they were asked in an additional interview about the criteria of the reuse of lectures(contents), they answered they reused their lectures when there was no substantial changes in the learning content or no particular social requirements. Basically, every lecture must no longer be reused when it's been three years after it was first prepared irrespective of the characteristics of courses and the type of lectures(contents), and new contents must be produced, instead. But this system doesn't seem to work. It's just likely to alter the way of managing existing lectures(contents) instead of supplementing the lectures by shooting them again in consideration of learner needs or suggestions. Such teaching practices seem to result in detracting from the quality of lectures(contents).
The above-mentioned findings imply that the degree of difficulty predicted by the teachers had something to do with the accuracy of their prediction of the academic achievement of the learners in the cyber college. This study is of significance in that it suggests that every cyber college should provide detailed information on the expected degree of difficulty, and that in order to boost the achievement of learners, close attention from teachers and assistance from college itself are both necessary.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.