10 research outputs found
CAI νκ²½μμ μκΈ°μ‘°μ νμ΅κ³Ό μλ£μ μλ°©λ²μ΄ νμ μ±μ·¨μ λ―ΈμΉλ ν¨κ³Ό
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ΅μ‘νκ³Ό κ΅μ‘λ°©λ²μ 곡,1998.Maste
A Case Study of Teacher Role in Online Discussions: A Contextual Approach
λ
Όλ¬Έ μμ½μ΄ μ°κ΅¬λ μ¬λ‘μ°κ΅¬λ₯Ό ν΅νμ¬ κ΅μ€κ³Ό κ°μ곡κ°μ λ³ννλ νΌν©ν κ΅μ-νμ΅ νκ²½μμ μ¨λΌμΈ ν λ‘ μ μ€μν λ κ΅μμμ μμ
κ΄μ΄ μ¨λΌμΈ ν λ‘ μ΄μ λ°©μμ μ΄λ ν μν₯μ λ―ΈμΉλ©° κ·Έλ‘ μΈν΄ μ΄λ ν μν μ μννλκ°λ₯Ό μ§μ μΌλ‘ νμνλ κ²μ λͺ©μ μΌλ‘ νκ³ μλ€. μ°κ΅¬ λμμ μμΈμμ μμ¬νλ ν λνκ΅μ λνμ κ°μ’μ΄κ³ , μ°κ΅¬ μ°Έμ¬μλ κ΅μμ 1λͺ
κ³Ό μ°κ΅¬μ μλ°μ μΌλ‘ μν 8λͺ
μ νμμ΄λ€. μ°κ΅¬ μλ£λ κ΄μ°°, λ©΄λ΄, λ¬ΈμλΆμμ μν΄ μμ§λμλ€. μ°κ΅¬ κ²°κ³Όμ μνλ©΄, μ¨λΌμΈ ν λ‘ μ μ΄μνλ κ΅μμμ μ¬λ¬ μν λ€μ μ¨λΌμΈ ν λ‘ μ μ§μμ μΈ λνμ 곡κ°μΌλ‘ νμ©νκ³ μ νλ κ΅μμμ μ΄μ λ°©μκ³Ό κ΄λ ¨μ΄ μκ³ , μ¨λΌμΈ ν λ‘ μ΄μ λ°©μμ λνμ κ΄μ μΌλ‘ μμ
μ λ°λΌλ³Έ κ΅μμμ μμ
κ΄κ³Ό λ°μ νκ² κ΄λ ¨μ΄ μμλ€. κ΅μμμ μμ
κ΄κ³Ό μ¨λΌμΈ ν λ‘ μ΄μ λͺ©μ μ κ·Όκ±°νμ¬ μ¨λΌμΈ ν λ‘ μ μ΄μνλ κ΅μμμ μν μ ν¬κ² μ¨λΌμΈν λ‘ μ΄μ λ¨κ³μ μ¨λΌμΈ ν λ‘ μ§ν λ¨κ³λ‘ λλμ΄ μ΄λ£¨μ΄μ‘λ€. μ¨λΌμΈ ν λ‘ μ΄μ λ¨κ³μμμ κ΅μμμ μν μ μ½κΈ° μλ£μ νμ΅μ κ°μ κ°λ³μ μΈ λνλ₯Ό μ΄μ§μν€λ κ²μ΄μλ€. μ¨λΌμΈ ν λ‘ μ§ν λ¨κ³μμμ κ΅μμμ μν μ ν¬κ² λ κ°μ§λ‘μ 첫째, νμ±ν λνλ₯Ό μμ±νκΈ° μν΄ νμ΅μλ€μ΄ μμ°μ€λ½κ² 'λ΄λ±'μ μ μλλ‘ ν λ‘ λΆμκΈ°λ₯Ό νμ±νλ κ²μ΄κ³ , λμ§Έ, μ§λ¨ λν μμμ κ΅μμμ νμ΅μ κ° 1λ1 λνλ₯Ό μ΄μ§μν€λ κ²μ΄μλ€. μ°κ΅¬ κ²°κ³Όμμ μ μν κ° λ¨κ³λ³ κ΅μμκ° μνν μν λ€μ λν ꡬ체μ μΈ κ΅μ μ λ΅λ€μ λνμ κ΄μ μ κ°κ³ μλ κ³ λ±κ΅μ‘κΈ°κ΄ κ΅μμλ€μ΄ μ¨λΌμΈ ν λ‘ μ μ΄μνλλ° λμμ μ 곡ν κ²μ΄λ€. μ΄ μ°κ΅¬μμ λ°νμ§ ν κ°μ§ ν₯λ―Έλ‘μ΄ μ μ κ΅μμμ μν μ΄λΌλ μΈ‘λ©΄μμλ μ¨λΌμΈ ν λ‘ μ΄μ λ¨κ³μ μ¨λΌμΈ ν λ‘ μ§ν λ¨κ³λ₯Ό ꡬλ³νμ§λ§, νμ΅μμ νμ΅ κ²½ν μΈ‘λ©΄μμλ μ΄ λ λ¨κ³μ κ²½κ³κ° λͺ¨νΈνμ¬ νμ΅μλ€μ΄ μμ λ‘κ² λ λ¨κ³λ₯Ό λλλ€λ©° νμ΅μ΄ μ΄λ£¨μ΄μ§λ€λ μ μ΄λ€. λ§μ§λ§μΌλ‘, μ°κ΅¬ κ²°κ³Όλ€μ ν λλ‘ μ΄ μ°κ΅¬μ μ€μν μμ¬μ λ€μ μ μνμλ€.
The purpose of this study is to investigate teachers' role in online discussions using a contextual approach that is based on teachers' perspective on class and the purpose of online discussions. The research site was a graduate course at a university in Seoul and the research participants were the instructor and eight out of fifteen graduate students. Observation, interviews, and document analysis were conducted for data collection. According to the research findings, the instructor's perspective on class, the purpose of online discussion, and the instructor's roles were closely related with each other. First above all, the instructor's perspective on class was a view of dialogue and had an influence on the decision of how to use online discussion and the instructor's roles. Based on the perspective on class, the instructor considered an online discussion board as another place for dialogue and enabled learners to participate in online discussion every week. In order for learners to have active dialogue in each online discussion, the instructor played a variety of roles before and during online discussions. Before online discussions, the main role of the instructor was to facilitate individualized dialogue between learners and reading materials. During online discussions, the instructor played two different roles for learners' active dialogue. The first role was to make learners free to be themselves and the second one to facilitate one on one dialogue with learners among the whole class discussions. Specific instructional strategies that the instructor used before and during online discussions in this study will help instructors using a dialogue perspective on class design and use an online discussion for their class. Based on the valuable findings, this study suggests several important implications in terms of teachers' role in online discussions