비공식적 학습용 웹사이트 분석(IJSDL, 2014)

비공식적 학습용 웹사이트 분석(IJSDL, 2014)

ANALYZING THE HUMAN LEARNING AND DEVELOPMENT POTENTIAL OF WEBSITES AVAILABLE FOR INFORMAL LEARNING

Minkyoung Kim, Eulho Jung, Abdullah Altuwaijri, Yurong Wang, and Curt Bonk

Despite the existence of overlap, we defined each of the six categories distinctly:

1. Language learning 

resources use technology-aided language learning with an integration of sound, voice interaction, text, video, and animation. It empowers self-paced interactive learning environments that enable learners to achieve learning outcomes without being restricted to place or time. Often, such environments involve numerous opportunities for participation users and multiple methods for motivating their success. Online language learning often entails high levels of self-directed and reciprocal learning or supporting peer learning (see Ehsani & Knodt, 1998)

2. Outdoor and adventure learning 

is a hybrid online educational environment that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. Inquiry-based learning including teamwork, authentic data analysis, and project-based learning is encouraged (see Doering, 2006). 

3. Social change/global 

resources seek to educate and inform people about issues and needs relating to social change, including poverty, hunger, AIDS, civics, the environment, etc. Technology is often used to create innovative ways to spread social good and access to learning worldwide. It is also used to empower and inspire people for the right cause.

4. Virtual education 

refers to learning environments where teacher and student are separated by time or space, or both. Course delivery can be through course management applications as well as various multimedia and Web 2.0 tools. Virtual education may be managed by organizations and institutions that have been created through alliances and partnerships to facilitate teaching and learning. Some virtual education websites provide learner services such as advising, learning assessment, and program planning (see Farrell & the Commonwealth of Learning, 2001). Our categorization and ratings are limited to virtual education resources that are available to individual learners at no cost.

5. Learning portals 

are centralized learning centers or repositories that contain an aggregation of educational information on a topic, often current or continually updated. Learners explore according to their own interest, time, and space. Learning portals support user and context learning, and are less centered on administration of that content and the results of the learning. 

6. Shared online video 

includes any educational video (YouTube or other webstreamed videos) that can be watched or shared. Some such sites offer syndicated programming and professional documentaries or filmmaking, whereas others are supported by lay people. These sites often allow for interaction via comments and annotation. They often allow for downloading of content.

Table 1. Definitions of Evaluation Criteria

Table 3. Top 25 Rated Learning Websites

Table 4. Top 25 Websites According to Informal Learning Criteria and Category

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ANALYZING THE HUMAN LEARNING AND DEVELOPMENT POTENTIAL OF WEBSITES AVAILABLE FOR INFORMAL LEARNING

Minkyoung Kim, Eulho Jung, Abdullah Altuwaijri, Yurong Wang, and Curt Bonk

The advancement of learning technology in recent decades has broadened the possibilities for online learning in both formal and informal settings. This research was designed to reveal the essential characteristics of successful online resources and technology tools that are important resources for self-directed learning. Over the span of a year, a team of researchers collected and analyzed 305 informal learning websites and virtual education websites available at no cost to individual learners. The websites were categorized into the following six subject domains: language learning, outdoor and adventure learning, social change and global learning, virtual education, learning portals, and shared online video. Content analysis was employed to evaluate the 305 websites using eight evaluation criteria: content richness, functionality of technology, extent of technology integration, novelty of technology, uniqueness of learning environment/learning, potential for learning, potential for lifechanging impact, and scalability of the audience. The six categories or types of informal learning were then compared by applying the eight criteria.