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본 연구의 목적은 인터넷비즈니스 과목에서 교수-학습모형의 개발하였다. 이를 위하여 교수-학습 방법에 대한 기존문헌 연구를 통하여 교수-학습에 사용되는 주요한 변수를 도출하고 이를, 실제 인터넷비즈니스 수업을 수강하였던 학생들을 대상으로 설문을 실시하였다. 또한 이 요인들간의 인과관계를 구조등식모형으로 설정하고 실제적으로 설문을 통하여 분석하고 증명함으로써 교수-학습에 대한 새로운 인과모형을 제시하였다. 이렇게 도출한 인과모형을 중심으로 교수자와 학습자들의 인지지도를 작성하게 하였으며, 이를 반영하여 최종적인 교수-학습모형 (Cognitive Instruction-Learning Model: CILM)을 개발하여, 다양한 문제를 시뮬레이션을 통하여 해결방안을 제시하였다.


The objective of this study is to propose the cognitive instruction-learning model for the “Internet Business” class which is currently being lectured in many universities. It is well known that students have different view from instructors in the class, causing unexpected inefficiency in communication between students and instructors. However, the previous studies fail to show concrete and unified resolution results on this issue. To fill the research void like this, this study proposes applying the cognitive map to coordinate different views of both instructors and students, and derive an effective education paradigm. The cognitive map is induced from statistical results using LISREL and 596 valid questionnaires from active students studying the Internet business subjects. Four scenarios are conducted to show how effective the proposed cognitive instruction-learning model is for the “Internet business” class. The results reveal that the proposed education mechanism is valid and robust for teaching the Internet business. Besides, we find that the results of this study can be easily extended to other similar research issues.


The objective of this study is to propose the cognitive instruction-learning model for the “Internet Business” class which is currently being lectured in many universities. It is well known that students have different view from instructors in the class, causing unexpected inefficiency in communication between students and instructors. However, the previous studies fail to show concrete and unified resolution results on this issue. To fill the research void like this, this study proposes applying the cognitive map to coordinate different views of both instructors and students, and derive an effective education paradigm. The cognitive map is induced from statistical results using LISREL and 596 valid questionnaires from active students studying the Internet business subjects. Four scenarios are conducted to show how effective the proposed cognitive instruction-learning model is for the “Internet business” class. The results reveal that the proposed education mechanism is valid and robust for teaching the Internet business. Besides, we find that the results of this study can be easily extended to other similar research issues.