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원격교육과 사이버교육 활용의 이해 / 제3판

원격교육과 사이버교육 활용의 이해 / 제3판 (1회 대출)

자료유형
단행본
개인저자
임철일, 林哲一, 1963- 김동호, 金東浩, 저 한형종, 韓亨鍾, 저
서명 / 저자사항
원격교육과 사이버교육 활용의 이해 / 임철일, 김동호, 한형종 지음
판사항
제3판
발행사항
파주 :   교육과학사,   2022  
형태사항
424 p. : 삽화, 도표 ; 24 cm
ISBN
9788925416816
서지주기
참고문헌과 색인수록
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020 ▼a 9788925416816 ▼g 93370
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090 ▼a 371.35 ▼b 2022
100 1 ▼a 임철일, ▼g 林哲一, ▼d 1963- ▼0 AUTH(211009)143835
245 1 0 ▼a 원격교육과 사이버교육 활용의 이해 / ▼d 임철일, ▼e 김동호, ▼e 한형종 지음
250 ▼a 제3판
260 ▼a 파주 : ▼b 교육과학사, ▼c 2022
300 ▼a 424 p. : ▼b 삽화, 도표 ; ▼c 24 cm
504 ▼a 참고문헌과 색인수록
700 1 ▼a 김동호, ▼g 金東浩, ▼e
700 1 ▼a 한형종, ▼g 韓亨鍾, ▼e
945 ▼a ITMT

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 371.35 2022 등록번호 111869120 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

제2판의 장별 구성은 유지하되 그동안의 변화를 반영하여 수정하였다. 제1부 원격교육의 개념적 이해의 제1장은 원격교육의 개념적 정의를 제시하는 것으로 변경하였다. 제2부 원격교육의 개발에서는 지난 10년간의 기술적 변화와 발전을 반영하였다.

기존 제2판의 장별 구성은 유지하되 그동안의 변화를 반영하여 수정하였다. 제2판이 출간된 이후 10년이 지나면서 원격교육의 실제가 많이 변화하였으며, 특히 지난 2년간에 코로나로 인하여 원격교육의 적용 범위와 수준이 급격하게 증가하였다. 이 책에 이런 변화를 반영하기로 하였다.
먼저 제1부 원격교육의 개념적 이해의 제1장은 원격교육의 사례들을 나열하기보다는 몇 가지 실제를 간략하게 보여주면서 원격교육의 개념적 정의를 제시하는 것으로 변경하였다. 제2장 원격교육의 역사적 변천은 기술과 이념 측면에서 우편통신, 방송통신, 그리고 정보통신기술 기반의 원격교육으로 구분하는 시도를 새롭게 하였고, 국내 원격교육은 기존 교육방송, 원격대학, 사이버대학에 이어서 이러닝 시대 이후 2020년 코로나 경험을 반영하여 원격교육의 보편화를 추가하였다. 제3장 원격교육의 이론은 큰 변화 없이 그대로 두었다.
제2부 원격교육의 개발에서는 지난 10년간의 기술적 변화와 발전을 반영하였다. 먼저 제4장 원격교육의 기술과 매체에서는 지능정보기술 활용을 추가하여 이러닝 플랫폼과 학습지원, 인공지능 기반 교육 서비스, 메타버스와 같은 최근의 변화를 반영하였다. 제5장 원격교육의 체계적 개발과 제6장 원격교육과정의 설계, 제8장 원격교육의 운영, 제9장 원격교육의 평가는 개념, 이론적 모형과 원리 중심이라는 점을 고려하여 큰 변화 없이 세부 내용에 대한 수정과 함께 코로나 19 전염으로 인해 확산된 실시간 원격교육 형태에서 고려해야 할 사항 등의 내용이 추가되었다. 제7장 원격교육의 개발 기술은 최신 기술 변화를 반영하여 일부 내용이 수정되었으며, 특히 3절에서는 가상 현실과 메타버스에 관한 내용을 별도로 추가하였다.
제3부 원격교육의 실제와 연구의 제10장 국내 원격교육의 실제에서는 지난 10년 사이의 변화를 반영하여 한국방송통신대학교, 인터넷 기반의 원격대학, 기업의 이러닝에 관한 내용을 보완하였으며, 특히 초중등 학교의 원격교육을 별도로 추가하였다. 제11장 세계원격교육의 실제에서도 그간의 변화를 반영하여 각 대학별 내용 수정을 하였으며, 중국의 경우는 국가개방대학에 대한 상세한 소개를 하였다. 또한 미국의 경우는 기존 원격대학의 사례를 삭제하고, 혁신적 원격대학으로 평가받고 있는 미네르바 대학으로 대체하였다. 마지막으로 기존의 원격교육의 연구와 전망을 제12장 원격교육의 연구와 제13장 원격교육의 전망과 과제로 구분하여 보다 상세하게 변화를 반영하였다.


정보제공 : Aladin

저자소개

임철일(지은이)

∙ 서울대학교 사범대학 교육학과(학사) / 서울대학교 대학원 교육학과(교육학석사) ∙ 미국 Indiana University대학원 교수체제공학과(Ph. D.) [경력] LG화학 인재개발팀 / 숭실대학교 교수 / 중앙공무원교육원 객원교수 / 한국교육공학회 회장 / 한국기업교육학회 회장 / 서울대학교 교육부처장, 교수학습개발센터 소장 / 서울대학교 교육행정연수원장 [현재] 서울대학교 사범대학 교육학과 교수 [저서] 효과적인 의사소통을 위한 기술(공역) /교수설계이론과 모형 / 원격교육과 사이버교육 활용의 이해 / 웹기반교육(편저) / 교수설계이론과 모형(공역) / 교육공학의 원리와 적용(공저) / 교육공학(공저) / 원격교육론(공저)

정보제공 : Aladin

목차

3판 서문 ···············································································································3


제1부 원격교육의 개념적 이해
제1장 원격교육의 실제와 개념 ···············································································15
1. 원격교육의 실제와 특성 ··········································································16
1) 원격교육에 대한 관심의 증가 ···························································16
2) 원격교육의 가능성 ··············································································19
3) 원격교육의 미래 ··················································································25
2. 원격교육의 개념 ·······················································································30
1) 원격교육 정의의 구성 요소 ·······························································30
2) 원격교육의 대표적 정의 ····································································35
연습 및 탐구 문제 ·························································································41
참고문헌 ··········································································································43

제2장 원격교육의 역사적 변천 ···············································································45
1. 원격교육의 기술과 이념의 변천 ·····························································46
1) 우편통신 기반 원격교육과 교육 기회의 확대 ································46
2) 방송통신 기반 원격교육과 고등교육의 대중화 ·······························49
3) 정보통신기술 기반의 원격교육과 교육의 질적 향상 ·····················52
2. 국내 원격교육의 변천 ··············································································55
1) 교육방송 시대 ·····················································································56
2) 원격대학의 시대 ··················································································60
3) 사이버대학과 이러닝의 시대 ·····························································62
4) 원격교육의 보편화 ··············································································67
연습 및 탐구 문제 ·························································································69
참고문헌 ··········································································································70

제3장 원격교육의 이론 ··························································································71
1. 원격교육 이론의 필요성 ··········································································72
2. 독립성과 자율성 이론 ··············································································75
1) 웨드마이어의 독립 학습 이론 ···························································75
2) 무어의 독립 학습 이론 ······································································77
3. 교수의 산업화 이론 ·················································································80
4. 상호작용과 의사소통 이론 ······································································85
1) 초기의 상호작용 이론 ········································································85
2) 홈버그의 상호작용 이론 ····································································86
5. 이론의 발전 방향 ·····················································································88
1) 기술의 발전 반영 ················································································88
2) 사회와 학습 관점의 변화 반영 ·························································89
3) 국내 원격교육의 이론: 학습공간확장 이론 ·····································93
연습 및 탐구 문제 ·························································································99
참고문헌 ········································································································100


제2부 원격교육의 개발
제4장 원격교육의 기술과 매체 ·············································································105
1. 원격교육의 매체와 기술의 분류 ··························································106
1) 의사소통 모형 ···················································································106
2) 경험의 원추 ·······················································································109
3) 매체와 기술의 분류 ··········································································111
2. 전통적인 매체와 기술 ···········································································114
1) 인쇄 매체 ···························································································114
2) 라디오와 텔레비전 방송 ··································································117
3) 텔레컨퍼런스 ·····················································································120
3. 컴퓨터와 인터넷 활용 ···········································································126
4. 지능정보 기술 활용 ···············································································129
1) 이러닝 플랫폼과 학습 지원 ····························································129
2) 인공지능 기반 교육 서비스 ····························································131
3) 메타버스 ·····························································································135
5. 매체의 선택과 통합 ···············································································136
연습 및 탐구 문제 ······················································································138
참고문헌 ········································································································139

제5장 원격교육의 체계적 개발 ·············································································141
1. 체계적 개발의 필요성 ···········································································142
2. 원격교육을 위한 체계적 개발 모형 ·····················································147
1) 무어와 키어슬리의 모형 ··································································147
2) 네트워크 기반의 교수체제개발 모형 ·············································148
3) 기업의 이러닝 개발모형 ··································································154
3. 체계적 개발의 주요 원칙 ······································································160
1) 분석 단계의 원칙 ·············································································161
2) 설계 단계의 원칙 ·············································································162
3) 평가 단계의 원칙 ·············································································165
연습 및 탐구 문제 ······················································································167
참고문헌 ········································································································168

제6장 원격교육과정의 설계 ··················································································171
1. 설계의 의미와 관련 지식 ······································································172
2. 전통적 교수설계 전략 ···········································································178
1) 수업의 사태 ·······················································································179
2) 문제중심학습 ·····················································································185
3. 정보 설계 전략 ·······················································································188
1) 문자 중심의 교육 정보 설계 ··························································189
2) 음성, 영상 강의 형태의 정보 설계 ················································194
4. 원격교육의 특수성을 고려한 설계 전략 ·············································197
1) 상호작용 촉진 전략 ··········································································198
2) 자기주도학습 촉진 전략 ··································································201
연습 및 탐구 문제 ······················································································205
참고문헌 ········································································································206

제7장 원격교육의 개발 기술 ················································································209
1. 원격교육의 개발 형태와 기술 ······························································210
2. 인터넷 기반 원격교육 과정의 주요 개발 기술 ··································214
1) 프로그래밍 기술 ···············································································214
2) 오디오 기술 ·······················································································218
3) 비디오 기술 ·······················································································219
3. 최신 기술 ································································································221
1) 엠러닝과 유러닝 ···············································································221
2) 소셜 미디어의 활용 ··········································································225
3) 가상현실과 메타버스 ········································································229
연습 및 탐구 문제 ······················································································234
참고문헌 ········································································································235

제8장 원격교육과정의 운영 ··················································································237
1. 원격교육과정 운영의 의미와 중요성 ···················································238
2. 교수자의 역할과 운영 전략 ··································································243
1) 교수자의 역할 ···················································································243
2) 교수자의 운영 전략 ··········································································246
3. 원격 학습자 특성과 지원 전략 ····························································258
1) 원격학습자 특성 ···············································································258
2) 원격학습자 지원 전략 ······································································263
연습 및 탐구 문제 ······················································································267
참고문헌 ········································································································268

제9장 원격교육의 평가 ·························································································271
1. 평가의 의미와 종류 ···············································································272
1) 학습자 평가와 교육 프로그램 평가 ···············································272
2) 질 관리 ······························································································273
3) 형성평가 ·····························································································277
2. 학습자 평가 ····························································································279
1) 과정의 평가 ·······················································································279
2) 결과의 평가 ·······················································································284
3. 원격교육 프로그램 평가 ········································································288
1) 원격교육 프로그램 효과성 평가 접근 ···········································288
2) 이러닝 프로그램 질 관리 요소 및 모형 ·······································295
3) 기업의 이러닝 평가 준거 ································································299
연습 및 탐구 문제 ······················································································303
참고문헌 ········································································································304


제3부 원격교육의 실제와 연구
제10장 국내 원격교육의 실제 ··············································································309
1. 한국방송통신대학교 ···············································································310
1) 연혁과 현황 ·······················································································310
2) 운영 특징 ···························································································312
2. 인터넷 기반의 원격대학 ········································································315
1) 연혁과 현황 ·······················································································316
2) 운영 특징 ···························································································318
3. 기업의 이러닝 ·························································································321
1) 이러닝 현황 ·······················································································322
2) 운영 특징 ···························································································325
4. 초ㆍ중등 학교의 원격교육 ····································································328
1) 사이버 가정학습의 실시 ··································································328
2) 원격 교육의 전면적 확대(2020~2021) ·········································330
연습 및 탐구 문제 ······················································································335
참고문헌 ········································································································336

제11장 세계 원격교육의 실제 ··············································································339
1. 거대 원격대학의 발전 ···········································································340
1) 남아프리카 대학교 ············································································341
2) 스페인의 국립원격대학교 ································································344
3) 이란의 페이암 누어 대학교 ····························································345
4) 인도네시아의 터부카 대학교 ···························································347
5) 인도의 인디라 간디 국립 개방 대학교 ·········································349
6) 프랑스의 국립원격교육센터 ·····························································352
7) 태국의 수크호타이 타마시라트 개방 대학교 ································354
8) 터키의 아나돌루 대학교 ··································································356
9) 캐나다의 아타바스카대학교 ·····························································358
2. 영국의 개방대학 ·····················································································360
1) 현황 ····································································································361
2) 운영의 특징 ·······················································································365
3. 중국의 국가개방대학 ·············································································367
1) 현황 ····································································································367
2) 운영의 특징 ·······················································································370
4. 미국의 미네르바 대학 ···········································································371
1) 현황 ····································································································372
2) 운영의 특징 ·······················································································375
연습 및 탐구 문제 ······················································································378
참고문헌 ········································································································379

제12장 원격교육 연구 ·························································································381
1. 원격교육의 연구 분류 ···········································································382
2. 원격교육의 연구 결과 ···········································································386
1) 원격교육 이론 연구 ··········································································386
2) 원격교육 기술, 매체 간의 효과성 비교 연구 ·······························389
3) 원격교육 학습 성공 요인 연구 ·······················································390
4) 원격교육과정 설계 연구 ··································································392
5) 정책, 행정, 비용효과성 연구 ··························································394
연습 및 탐구 문제 ······················································································397
참고문헌 ········································································································398

제13장 원격교육의 전망과 과제 ···········································································403
1. 일반 면대면 교육과의 통합 ··································································404
2. 원격교육의 국제화와 이원화 ································································409
3. 원격교육과 시공간의 확장 ····································································411
연습 및 탐구 문제 ······················································································416
참고문헌 ········································································································417

찾아보기 ···········································································································419

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