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K-MOOC 학습자의 학습행태 분석 및 서비스 방향성 연구
The Learning Behavior of K-MOOC Learners and K-MOOC Service Recommendations 원문보기

정보관리학회지 = Journal of the Korean society for information management, v.37 no.3, 2020년, pp.221 - 252  

안준후 (연세대학교 문헌정보학과 대학원) ,  이지연 (연세대학교 문헌정보학과)

초록
AI-Helper 아이콘AI-Helper

MOOC 서비스의 플랫폼을 이어받아 국내에서 2015년부터 서비스를 개시한 한국형 온라인 공개강좌(Korea-Massive Open Online Course, K-MOOC)는 지난해까지 서비스의 양적인 성장에 주력하여 강좌 수와 수강자 수의 확보에 집중하였던 반면, 2020년부터는 새로운 강좌 커리큘럼과 묶음강좌의 개발, 서비스 제공기관의 확대를 통한 폭넓은 주제 분야의 강좌 제공 등 서비스의 질적인 성장을 도모하기 위해 다양한 시도를 진행하고 있다. 설문의 분석 결과를 바탕으로 K-MOOC 서비스의 방향성을 교수자와 강좌 관리자, 서비스 플랫폼 개발자의 측면에서 다음과 같이 제안하였다. 첫째, 강좌를 제공하는 교수자는 다양한 주제분야의 강좌를 제공하기 위해 강좌개발 전략을 구상하여야 한다. 둘째, 강좌를 제공하는 교수자와 K-MOOC 학습을 지원하는 관리자는 전공학습지원 수강동기를 가진 학습자들이 강좌 내 콘텐츠에 적극적으로 참여할 수 있도록 지원해야 한다. 셋째, K-MOOC 플랫폼 개발자는 좀 더 학습자의 학습 편의성을 높일 수 있는 방향으로 현재의 시스템을 개선해야 한다.

Abstract ▼ AI-Helper 아이콘AI-Helper

According to the participants, the current K-MOOC (Korean Massive Open Online Course) has a few problems, such as too few courses, low content quality, and useless learner management system compared to MOOCs abroad. These problems caused diminished learner motivation. Consequently, the K-MOOC servic...

주제어

#수강완료비율   #학습관리   #학습행태   #서비스 방향성  

표/그림 (17)

질의응답

핵심어 질문 논문에서 추출한 답변
MOOC란? MOOC(Massive Open Online Courses)는 OCW를 통해 온라인 강의의 영향력을 인지한 스탠포드 대학의 교수들에 의해 2012년 하버드와 MIT가 공동으로 참여하여 설립한 서비스로, 단순히 강좌만 제공되는 형태로 운영되는 OCW 서비스와는 달리 정규화된 수업계획을 제공하고 평가를 통해 수료증을 발급하는 온라인 교육 시스템을 갖추고 있다.
2019년 12월 기준 K-MOOC 누적 강좌 수는? 이러한 MOOC의 뼈대를 이어받아 2015년부터 서비스를 개시한 한국형 온라인 공개강좌 K-MOOC(Korea-Massive Open Online Course)는 2019년 12월 기준 누적 강좌 수 745개, 누적 수강신청자 수는 104만 명을 돌파하였고 첫해 3만 4천여 명이었던 누적 회원가입자 수는 45만 명을 넘어 해마다 평균 12.6만 명의 회원가입자 수를 확보하는 등 양적인 성장을 거듭해왔다.
K-MOOC가 해외 MOOC 플랫폼과 비교해 가지는 아쉬운 점은? 하지만 해외 MOOC 플랫폼에 비해 적은 강좌 수, 다양한 콘텐츠의 부재, 오픈소스인 edX를 기반으로 한 플랫폼 시스템 기능상의 한계와 함께 강좌 추천 시스템의 필요성 등은 아쉬운 점으로 지적받은 바 있다(한국. 교육부, 2020).
질의응답 정보가 도움이 되었나요?

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