디지털 논리 회로 교육에서의 Blended Learning 교수법의 효과성 연구

Abstract

현재 특성화 고등학교에서는 학생들의 학교 부적응이나 학업중단과 같은 문제에 직면하고 있다. 학생들의 낮은 학습동기와 교육 포부 그리고 부모의 무관심한 교육기대 등이 성적 부진으로 연결되어 곧 학습에 대한 의지를 상실시키는 것이다. 학습에 대한 흥미를 유발시키고 학생 스스로 능동적으로 학습에 적극 참여할 수 있는 교수-학습 방법을 적용한다면, 수업에 열심히 임하게 되어 학교에 대한 자부심과 정체성을 갖고 학교생활에 충실하게 되리라 기대된다. 이에 본 연구에서는 대전 시내 공업계열 특성화고등학교 2학년 학생들을 대상으로 디지털 논리 회로 교과에 블렌디드 러닝 교수법을 적용하였을 때 미치는 긍정적인 효과에 관해 살펴보았다. 실험 집단에는 동영상 학습과 교실 수업이 연계된 블렌디드 러닝 교수법(온라인+오프라인)을 적용하였고, 통제 집단에는 오로지 교실 수업만을 하는 기존의 면대면 강의식 교수법(오프라인)을 적용함으로써 다음과 같은 결론을 얻었다. 첫째, 디지털 논리 회로 교육에서의 블렌디드 러닝 교수법이 전통적 교수법인 면대면 강의식 교수법에 비해 학습자의 정의적 영역(수업 흥미도, 수업 참여도, 수업 집중도)을 향상시키는데 매우 효과적이었다. 둘째, 디지털 논리 회로 교육에서의 블렌디드 러닝 교수법이 전통적 교수법인 면대면 강의식 교수법에 비해 학습자의 인지적 영역(학업 성취도)을 향상시키는 효과를 주었다. 이는 앞서 분석한 정의적 영역 측면과도 연관이 있음을 알 수 있다. 수업 흥미도와 수업 참여도 그리고 수업 집중도가 향상됨에 따라 자연스레 학업성취도까지 향상됨을 보였다. 셋째, 블렌디드 러닝 학습자의 동영상 학습 자체의 만족도와 동영상 콘텐츠 및 이용에 대한 만족도 역시 대체로 긍정적임을 보인다. 이는 곧 디지털 논리 회로에서의 블렌디드 러닝 교수법은 학습자의 수업 흥미도와 수업 참여도, 수업 집중도를 향상시켜 학업 성취도를 높이는데 매우 효과적임을 알 수 있다. 그것이 학습자의 블렌디드 러닝 학습 만족도에도 긍정적인 영향을 미치게 된다고 분석된다. 본 연구의 결과를 통해 다음과 같은 제언을 하고자 한다. 첫째, 본 연구에서는 디지털 논리 회로를 배우는 2학년 학생에게만 제한을 두고 있으므로 다른 학년과 다른 과목에 적용할 수 있는지 후속 연구가 필요하다. 더 많은 연구 결과로 일반화시켜 공업계열 특성화고등학교에 적용시켜야 할 것이다. 둘째, 학습자들의 흥미를 이끌어낼 수 있는 교수-학습 자료가 다양하게 개발되어야 할 것이다. 특성화고등학교에 적합한 질적으로 수준 높은 콘텐츠가 공유된다면, 특성화고등학교에서도 블렌디드 러닝 교수법의 확산이 이루어질 것으로 기대된다.|The technical high schools are currently facing problems like school maladjustment or school dropout. The students' low learning motivation, educational aspiration, and their parental indifferent educational expectation are connected to their bad academic achievement, so they can deprive of their learning conation. If the teaching-learning method is applied, which can induce their interests in the learning and in which the students can actively participate for themselves, they are expected to study hard and be faithful to the school life with the pride and identity in the school. Accordingly, this study was to investigate the positive effect in applying the blended learning method to the digital logic circuit subject as an object of second grade students in the industrially-specialized vocational high school in Daejeon City. In the experimental group, the blended learning method (online course and offline course) was applied in connection with the video learning and classroom lesson. In the control group, from the application of the earlier face-to-face lecture-style learning method (offline course) with the classroom lesson only, it may be summed up as follows. First, the blended learning method in the digital logic design was very effective in enhancing the learner's affective domain (class interest, class participation, class concentration) compared with the face-to-face lecture-style learning method as traditional learning method. Second, the blended learning method in the digital logic circuit had effect on enhancing the learner's cognitive domain (learning achievement) compared with the face-to-face lecture-style learning method as traditional learning method. This study has found out that this was connected with the aspect of affective domain aforementioned analyzed. This study has shown that the learning achievement has been improved naturally as the class interest, class participation, and class concentration have been improved. Third, the learner of blended learning has been mostly positive in the satisfaction of video learning itself and satisfaction of video contents and its use. This study has found out that the blended learning method in the digital logic circuit was very effective in improving learning achievement by enhancing the learner's class interest, class participation, and class concentration. The results were analyzed as this had a positive effect on the learner's class satisfaction of blended learning. From the result of this research above, this researcher's suggestion may be summed up as follows. First, this study limited the students as the second grade students only who learned the digital logic design, so the follow-up studies are needed whether it can be applied to another grade and another subject. This researcher considers it as it needs to apply it to the technical high schools, generalized by the more research findings. Second, this researcher considers it as the teaching-learning materials which can induce the learners' interests should be developed diversely. If the contents with high quality suitable for the technical high schools are shared, the spread of blended learning method is expected in the technical high schools.; The technical high schools are currently facing problems like school maladjustment or school dropout. The students' low learning motivation, educational aspiration, and their parental indifferent educational expectation are connected to their bad academic achievement, so they can deprive of their learning conation. If the teaching-learning method is applied, which can induce their interests in the learning and in which the students can actively participate for themselves, they are expected to study hard and be faithful to the school life with the pride and identity in the school. Accordingly, this study was to investigate the positive effect in applying the blended learning method to the digital logic circuit subject as an object of second grade students in the industrially-specialized vocational high school in Daejeon City. In the experimental group, the blended learning method (online course and offline course) was applied in connection with the video learning and classroom lesson. In the control group, from the application of the earlier face-to-face lecture-style learning method (offline course) with the classroom lesson only, it may be summed up as follows. First, the blended learning method in the digital logic design was very effective in enhancing the learner's affective domain (class interest, class participation, class concentration) compared with the face-to-face lecture-style learning method as traditional learning method. Second, the blended learning method in the digital logic circuit had effect on enhancing the learner's cognitive domain (learning achievement) compared with the face-to-face lecture-style learning method as traditional learning method. This study has found out that this was connected with the aspect of affective domain aforementioned analyzed. This study has shown that the learning achievement has been improved naturally as the class interest, class participation, and class concentration have been improved. Third, the learner of blended learning has been mostly positive in the satisfaction of video learning itself and satisfaction of video contents and its use. This study has found out that the blended learning method in the digital logic circuit was very effective in improving learning achievement by enhancing the learner's class interest, class participation, and class concentration. The results were analyzed as this had a positive effect on the learner's class satisfaction of blended learning. From the result of this research above, this researcher's suggestion may be summed up as follows. First, this study limited the students as the second grade students only who learned the digital logic design, so the follow-up studies are needed whether it can be applied to another grade and another subject. This researcher considers it as it needs to apply it to the technical high schools, generalized by the more research findings. Second, this researcher considers it as the teaching-learning materials which can induce the learners' interests should be developed diversely. If the contents with high quality suitable for the technical high schools are shared, the spread of blended learning method is expected in the technical high schools.