온라인 체육수업 학습분석을 통한 학습자 맞춤형 온라인 수업체제 탐색

Abstract

The purpose of this study is to identify the ways of facilitating learner-focused classes in order to develop sophisticated system and contents for online physical education classes in secondary schools by analyzing preferences and satisfaction regarding the current status of such classes. This paper is composed of six parts: introduction, theoretical background, study method, study result, discussion and conclusion. Survey of online physical education class students, Delphi method and focus group interviews were used to identify the methods of improving online physical education classes. SPSS Statistics v. 23.0 and SPSS Amos v. 23.0 were used to process the data, which were analyzed according to their purpose through frequency analysis, exploratory factor analysis, reliability analysis, descriptive statistics analysis, independent sample t-test and one-way ANOVA. The study reached the following results: First, the study analyzed satisfaction levels in terms of effectiveness, environment, management and teaching method of online physical education classes by student characteristics. There were differences in satisfaction levels in terms of effectiveness, environment, management and teaching method of online classes by age, grade and exercising frequency of learners. There were differences in satisfaction levels regarding online class environment, management and teaching method depending on students’ class participation. There were also differences in preferred class contents depending on online class environment. Meanwhile, there was no difference in satisfaction levels by sex and by participation of in-school teachers. Second, the biggest limitation of online physical education class is lack of clear diagnosis of students’ learning levels and adequate follow-up actions. Other identified issues are insufficient expertise of teachers in online education, lack of evaluation of learning processes and follow-up support, difficulty of identifying demands and motivations of individual learners, limitations in facilitating self-directed learning due to the lack of motivation and difficulty in providing contents tailored for each learner by learning objectives. Third, online physical education classes were hampered the most by privacy violation resulted from personal information leakage. Other barriers are copyright issues related to learning resources, student evaluation resulting in labelling, lack of understanding of ethical use of personal information and absence of professional tutors. Fourth, in order to improve the system of online physical education classes, it is important to adopt fun and intriguing reward system and methods of unstructured data collection. Fifth, improvement of the contents of online physical education classes must be preceded by analysis of hierarchy and relationship between contents. It is also necessary to resolve the copyright issue to allow a free distribution of learning contents, develop educational resources and services to overcome the limits of unidirectional online learning, and increase and diversify learning resources. The study offers ideas for online physical education classes to become more learner-focused and provides suggestions for improving online physical education classes by using diverse learning tools and accessing high quality contents.