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Identifying Design Factors of Action Learning in Higher Education
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대학교육에서의 실천학습 설계 요인 탐색

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Type
Academic journal
Author
Journal
Electronic Trade Institute 교육정보미디어연구 교육정보미디어연구 제13권 제3호 KCI Accredited Journals
Published
2007.1
Pages
53 - 78 (26page)

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Identifying Design Factors of Action Learning in Higher Education
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Abstract· Keywords

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The purpose of this research is to explore design factors of Action Learning in higher education. Through literature review and case study, this research figures out design factors of action learning in higher education. The object of this research is students who participate in educational technology course of S university. This study conducted twice to find out design factors.  The results of this study are as follows. Firstly, workshop with action learning rehearsal should be included as designing factor. Secondly, defining sponsor of action learning and aligning learning strategy should be considered important factor. Thirdly, task solving method and content expertise should be enhanced. Lastly, on-line feedback and report should be included as an important design factor.  The result of content analysis on level of action learning is as follows. Problem-opened task type which learners select task topic has higher level of action learning than problem-given task type.  To design web-based action learning in higher education, problem-opened task type is desirable. For doing that, task selecting procedure and criteria of task should be considered.
#실천학습 #대학에서의 실천학습 #Action Learning #Action Learning in higher education

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References (31)

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Bateson / 19721990 / Steps to an ecology of the mind 마음의 생태학 google schola Boshyk, Y. / 2000 / Business Driven Action Learning google schola Brenda, B / 2001 / Teaching Instructional Design: An Action Learning Approach 14 (2) : 37 ~ 52 google schola Bromley / 1993 / The ABC of action learning google schola Dan, F / 2001 / Practicing Action Learning in a Community Context 11 (3) : 15 ~ 17 google schola

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