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  • 09월 10일 16시 이후 : 초록수정 불가능, 일정확인 및 검색만 가능

제124회 대한화학회 학술발표회, 총회 및 기기전시회 안내 Evaluation of K-MOOC Science Courses Based on Universal Design for Learning Framework

2019년 8월 26일 23시 33분 28초
EDU.P-467 이곳을 클릭하시면 발표코드에 대한 설명을 보실 수 있습니다.
10월 18일 (금요일) 11:00~12:30
Chemistry Education
저자 및
Mushrat Jahan, Jeongho Cha*
Division of Science Education, Daegu University, Korea
In this study, K-MOOC (Korean Massive Open Online Courses) science lesson contents and alignments were analyzed in the context of Universal Design for Learning (UDL) which aims barrierless for any type of learners. For UDL Scanning Tool, Korean UDL-Based Instruction Analysis Checklist for Observer was adapted to measure K-MOOC science lessons with three UDL principles nine guidelines and thirty-six checkpoints. One hundred and fifty-eight out of two hundred and ninety-five available K-MOOC science lessons within the content areas of engineering, natural sciences, and medical sciences and pharmacy were randomly selected and evaluated for this study. Result revealed that K-MOOC science lessons were significantly aligned with the UDL principle “provide multiple means of representation” but partially aligned with rest of the two principles e.g. “Provide multiple means of action and expression” and “Provide multiple means of engagement”. While considering the UDL guidelines, the K-MOOC science lessons are significantly aligned with UDL guideline “Provide option for perception” and “Provide options for comprehension.” There were no significant differences among content areas and major facilitating universities.