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웹기반 프로젝트학습이 성격유형과 성별에 따라 자기 주도적 학습능력에 미치는 효과

Title
웹기반 프로젝트학습이 성격유형과 성별에 따라 자기 주도적 학습능력에 미치는 효과
Other Titles
(an) effect of web-based project learning on self-directed learning according to the personality type and the sex
Authors
김순연
Issue Date
2003
Department/Major
교육대학원 교육공학전공
Keywords
프로젝트자기주도학습능력
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
Knowledge and information society with structural features such as diversity, complexity, and rapid change is requiring a new ability different from those in the previous age of us who are living in the society. It is the ' self-directed learning ability' to find out necessary information, reconstruct the information, and create new knowledge for problem-solving, amidst the flood of knowledge and information pouring out day after day. With the change in the aspect of human beings required by society, the goal of school education now includes delivering knowledge, which is the previous goal, and developing the 'self-directed learning ability' so that students can select, plan, check, solve, and evaluate a learning subject for themselves and take the responsibility of their learning. With this change in the educational goal, hence, it is necessary to examine various teaching-learning methods to achieve the changed goal. Web-based project learning is one of those methods to develop the 'self -directed learning ability' under recent active study. Those elements forming the basis of the 'self-directed learning ability' are very similar to spontaneity of learning motives, autonomy in a learning process, problem-solving ability, independence, responsibility, amusement in a learning activity, which are effects expected from web-based project learning, in many respects. This similarity enables us to expect that web-based project learning is effective in improving the self-directed learning ability. Recently there are a variety of studies in consideration of learner's variables. Tallmage and Shearer insisted that a teaching course could produce diverse learning results according to learners ' personality because their individual properties are different from one another. This insistence by Tallmage and Shearer is being supported by many results (Choi Won-hyun, 2000; Kim Ji-eun, 2000; Jeong Hye-suk, 2001; Jeong In-suk, 2002). Understanding the necessity of this teaching-learning in consideration of learners' personality, this study aimed at examining an effect of web-based project learning on the self-directed learning ability according to a learner's personality type and sex. Those concrete questions to test the effect of web-based project learning on the self-directed learning ability are as follows: 1. Can web-based project learning improve a self-directed learning ability? 2. Does the change in the self-directed learning ability caused by web-based project learning have any meaningful difference according to the personality type? 2-1. Does the change in the self-directed learning ability caused by web-based project learning have any meaningful difference according to the personality type? 2-2. Does the change in the self-directed learning' ability caused by web-based project learning have any meaningful difference according to the personality type by the function? 3. Does the change in the self-directed learning ability caused by web-based project learning have any meaningful difference according to the sex? Before providing web-based project learning, this study categorized students according to the personality type through a personality type test and examined each student's self-directed learning ability through a self-directed learning ability test. In addition, it performed a post self-directed learning ability test after providing web-based project learning called 'To Make an Electronic Scientific Journal' to students in the form of performance evaluation. To examine whether web-based project learning can improve a learner's self-directed learning ability and whether the improvement in the self-directed learning ability has any meaningful difference according the personality type and the sex, it conducted t-test with two dependent samples. Data analysis used α=.05 of significance, and statistical processing used SAS 8.0. The result could be summarized as follows: First, when measuring and comparing students' self-directed learning abilities before and after web-based project learning to make an electronic scientific journal, the scores of the post self-directed learning ability test were meaningfully higher than those of the prior self-directed learning ability test (p <.05). Therefore, it is possible to say that web-based project learning can improve a learner's self-directed learning ability. Second, when comparing the improvements in the self-directed learning ability according to the personality type by the disposition and function after web-based project learning, there was a meaningful difference in the improvements in the self-directed learning ability according to the personality type by the disposition and function (p <.05). Third, when comparing the improvements in the self-directed learning ability according to the sex after web-based project learning, there was a meaningful difference in the improvements in the self -directed learning ability according to the sex (p <.05). This study proved that web-based project learning is effective in improving a self-directed learning ability and the effect of web-based project learning on the improvement in the self-directed learning ability has a meaningful difference according to the personality type and the sex.
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