실시간 하이브리드 교육을 위한 대학 교수자 역량 모델 탐색

Abstract

Objectives This study was to explore a competency model for instructors to optimally operate synchronous hybrid
 learning in higher education. Also, it was to analyze the educational needs recognized by instructors for competencies.
 Methods In order to achieve the purpose, a tentative competency model was derived through literature review.
 For elaboration including revision or supplementation and consensus, two Delphi technique were carried out. The
 educational needs were identified through Borich's needs and The Locus for Focus model analysis.
 Results The competency model of synchonous hybrid learning in college consists of five competency clusters including
 thirty specific competencies as follows : ‘confiming technology and designing environment’, ‘composing
 group and promoting participation’, ‘designing and implementing hybrid class activity’, ‘teaching-learning support
 and management’, and ‘learning and activity assessment’. As results of analyzing educational needs for specific
 competencies, checking the technical proficiency of learners, designing activities to promote interaction between
 instructors and learners using synchronous tools, developing collaboration problems and designing learners’ inter-
 connection activities, and designing assessment strategies considering learning goals need to be considered
 as priority.
 Conclusions This study is meaningful in that it comprehensively constructs the competence of what kind of
 knowledge, skills, and attitudes instructors should have for synchronous hybrid learning that has the potential to
 be actively applied in higher education context. It was confirmed that synchronous hybrid learning has an affordance
 for the complexity of utilizing technology and simultaneous integration between online and offline environments
 based on technology/tool. Also, not only learning activities and technical considerations, but also the learning
 environment design should be taken into account in important aspect.