웹기반수업의 동기설계를 위한 기초연구 : 웹기반수업의 동기유발성 측정방법 탐색

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 20권 / 1호
ㆍ저자명 : 송상호

목차

Ⅰ. 연구의 목적
Ⅱ. 이론적 배경
Ⅲ. 동기유발성 측정 도구 개발 및 파일럿 테스트
Ⅳ. 동기유발성 측정 도구 시범 적용
Ⅴ. 결론 및 추후 발전 방향
참 고 문 헌

한국어 초록

웹기반수업의 동기설계는 학습자의 학습동기 향상을 위해 필요하다. 하지만 문제는 동기설계를 하고자 할 때 웹기반수업의 동기유발성을 측정할 수 있는 방안이 필요하다는점이다. 본 연구는 웹기반수업의 동기설계를 위한 기초연구로서 ARCS 모델을 활용하여웹기반수업의 동기유발성 측정 방법을 탐색해보고자 하였다. 이를 위해서 웹기반 수업동기유발성 측정의 필요성과 웹기반수업의 동기유발성 측정에서 고려해야 할 이슈를 논의하였으며 그에 따라 교수자-학습자, 학습자-내용, 학습자-학습자 상호작용의 의미를구체화하고 ARCS모델을 활용하여 웹기반수업의 동기유발성 측정을 위한 도구를 개발하였다. 도구개발 과정에서는 형성평가를 통해 검사도구를 점검하였으며 파일럿테스트를통해서 도구를 완성하였다. 이렇게 개발된 도구는 시범 적용을 통해서 동기유발성 측정도구로서 설계 현장에서의 활용 가능성을 탐색하였고 교수설계자들과의 인터뷰를 참조하여 측정도구의 발전방향을 제안하였다.

영어 초록

One critical issue in designing web-based instruction(wbi) is to deal with motivational problemsof students while they are learning. WBI needs to be motivating in order to be considered as asuccessful instructional format. However it is not easy to assess which WBI is motivating or not.The purpose of this study was to explore an measurement method of motivational features ofweb-based instruction. There have been prior efforts to evaluate WBI.. However, most of themseem to focus on assessment of learner satisfaction rather than the quality of WBI. So, thisstudy focuses on finding ways to measure motivational features of WBI for formative evaluation,i.e. for the improvement of WBI's motivaitonal features.For this purpose, first, motivation was defined as 'direction and magnitude of learning behavioron WBI which can be explained in terms of attention, relevance, confidence, and satisfaction'.Second, three interaction types for teaching-learning were specified: student-content, studentcontent-teacher, student-content-student interactions. Third, levels of description of each of thethree interactions were specified for the development of measurement items.As a result, a total of 72 items were included in the item pool. For each interaction type ofthree, 24 items were included. Two items were developed for each of 12 motivational elementsof the ARCS model.After identifying the possible use of measurement items through the pilot-test, 12 items forstudent-content interaction were selected and used for assessing motivational features of C course(from a B corporation). This trial-application test was conducted to confirm the possible use ofmeasurment items for actual-field practices. The test data obtained from 58 adult learners whostudied 'C course' were analysed and showed Alpha of .86.A total of 43.7 was reported as the score of the C course, so it was interpreted by theresearcher that the C course was not highly motivating. Also, scores of each of 12 motivationalelements helped the researcher to suggest motivation enhancing strategies to instructionaldesigner. The designer told that the researcher's suggestion is congruent with what he hasalready identified and this measurement tool is helpful to enhance motivational featuures of Ccourse.The implications and fututre development directions are disscussed based on the trialapplicationresults.

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