A Study on the Learning Experience by Learnerʼs Cognitive Style according to Instructorʼs Teaching Type in Design Education

Abstract

디자인교육은 지식을 바탕으로 기술적 훈련이 필요한 분야로 교수자와 학습자 사이의 상호작용이 매우 중요하다. 본 연구에 서는 실습중심의 디자인교육과정에서 나타난 교수자의 지도유형에 따른 장의존, 장독립 학습자의 학습경험 실태를 분석하였다. 연구대상은 디자인교육 수업을 경험한 1, 2학년 학생들 중에서 상위 10% 이내의 학습성취도를 보인 학생으로 선정하였다. 현상학적 연구방법을 이용하여 심층면담을 진행하였으며 연구참여자와의 면담을 통해 24개의 드러난 주제와 7개의 범주 화된 주제를 도출하였다. 연구결과, 장독립 학습자는 인화중심형 교수자에게 학습의 만족감을 느끼며, 장의존 학습자는 과제 중심형 교수자에게 학습의 만족감을 느끼는 것으로 분석되었다. 그러나 장독립 학습자에게 과제중심형의 교수지도가 제공되 었을 때와, 장의존 학습자에게 인화중심형 교수지도가 제공되었을 때에는 모두 부정적인 영향이 발생하는 것을 확인할 수있었다. 결론적으로는 디자인교육에서 학습자의 긍정적인 학습경험을 위해서는 학습자 인지양식에 따라 교수자의 유연한 지도유형이 선택되어 제공되어야 할 것이다.Design education is a field that requires technical training based on knowledge, and the interaction between instructors and learners is very important. In this study, the actual status of learning experiences of field-dependent and field-independent learners was analyzed according to the instructor's teaching type in the practice-oriented design curriculum. Among the first and second graders who experienced design education classes, the study subjects were selected by referring to the students who showed learning achievement within the top 10%. In-depth interviews were conducted using phenomenological research methods, and 24 revealed topics and 7 categorized topics were derived through interviews with research participants. As a result of the study, it was analyzed that the field-independent learners felt satisfied with the relationship-based on teaching guidance instructor, and the field-dependent learner felt satisfied with the relationship-based on teaching guidance instructor. However, it was confirmed that negative effects occurred both when task-based on teaching guidance type was provided to the field-independent learners , when relationship-based on teaching guidance type, was provided to the field-dependent learner in design classes. In conclusion, for the learner's positive learning experience in design education, the instructor's flexible teaching type should be selected and provided according to the learner's cognitive style.