대학 온라인 컴퓨터 실습수업을 위한 실재감 설계원리 개발연구

Abstract

Objectives In this study, based on the analysis of literature related to online computer practice and the experience analysis of learners who took computer practice courses, the study intends to derive the principles that can be used in designing online computer practice courses based on a sense of presence. The purpose of this study is to derive practical implications for the development and implementation of online computer practice courses through the development of online practice class design principles.
 Methods The design and development research method proposed by Richey and Klein (2007) was applied. First, the preceding literature was analyzed based on the framework of presence of Garrison, Anderson, and Archer (2010), and the initial design principles were derived through interviews with 11 learners who had online computer practice experience. Afterwards, to validate the initial design principle, an expert review was conducted by 7 experts who had a doctorate in educational technology or who had experience in developing and operating online computer practice courses.
 Results As a result of the study, three principles related to cognitive presence (1. Instructional design with high relevance, 2. Supporting individual learners learning courses, 3. Providing abundant instructional materials), and two principles related to social presence (4. Giving opportunities to interact with peer students, 5.. Granting opportunities to interact with instructors), four principles related to teaching presence (6. Providing learners with detailed information about the course, 7. Designing an environment optimized for practical courses, 8. Providing specific feedback and guidance, 9. Improving learners competence) were developed. In addition, a total of 28 detailed guidelines required for implementing each design principles were developed.
 Conclusions Based on the above principles and guidelines, discussions and implications on considerations in designing online computer practice courses were provided, and the need for follow-up studies to develop and apply the design principles presented in this study was suggested.