Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: K-MOOC * An Explora

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1 Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: K-MOOC * An Exploratory Study on the Risk Factors and Protection Factors of K-MOOC Students' Learning Interruption Purpose: The purpose of this study is to analyze the learning experiences of K-MOOC students in depth, and to explore operational methods for enhancing K-MOOC academic continuity by eliciting protection and risk factors that affect academic discontinuation. Method: We conducted in-depth interviews with 10 learners who had taken K-MOOC courses and had experience in interstudation and continued academic activities during the course, and conducted analyses using CQR(Consensual Qualitative Research). Results: Risk factors were divided into four areas, 11 sub-components, and protection factors were divided into five areas, 17 sub-components. Risk factors were shown as 'class content', 'class support', 'study characteristics' and 'class design'. The protection factors were shown as 'direct and indirect costs to study', 'how to study', 'learning motivation', 'knowledge availability' and 'class content'. Conclusion: Based on the results of this study, a measure was proposed to prevent the risk factors of K-MOOC students from stopping their studies and to promote support for their protection. Key words : K-MOOC, Suspension of study, Continuing to study, Protection factors, Risk factors * Corresponding Author: Lim, I-Rang. University of Seoul, Office of Educational Innovation, Seoulsiripdaero 163, Dongdaemun-gu, Seoul, Korea, dlfkddlfkd29@hanmail.net

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23 ml?idxno= Atiaja, L. N., & Guerrero, R. S. (2016). MOOCs: origin, characterization, principal problems and challenges in higher education. Journal of E-Learning & Knowledge Society, 12(1), Baggaley, J. (2014). MOOCS: Digesting the facts. Distance Education, 35(2), Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of On line Learning and Teaching, 9(2), Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom. Research & Practice in Assessment, 8, Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5), Firmin, R., Schiorring, E., Whitmer, J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college coursework. Distance Education, 12(7), Fischer, G. (2014). Beyond hype and underestimation: identifying research challenges for the future of MOOCs. Distance Education, 35(2), Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25(4), Hill, C. E., Knox, S., Thompson, B. J., Williams, E. N., Hess, S. A., & Ladany, N. (2005). Consensual qualitative research: an update. Journal of Counseling Psychology, 52(2), Ho, A. D., Reich, J., Emanuel, J., Nesterko, S. O., Seaton, D. T., Mullaney, T., Waldo, J., Chuang, I., & Ho, A. D. (2014). HarvardX and MITx: The first year of open online courses, fall 2012-summer HarvardX and MITx Working Paper. Huang, J., & Chen, H. (2016). Practice of blended teaching and learning model based on MOOC for the course of agricultural ecology. Journal of Anhui agricultural Sciences, 44(19), Impey, C. D., Wenger, M. C., & Austin, C. L. (2015). Astronomy for astronomical numbers: A worldwide mooc. The International Review of Research in Open and Distributed Learning, 16(1), Johnson-Farmer, B. & Frenn, M. (2009). Teaching excellence: what great teachers teach us. Journal of Professional Nursing, 25(5), Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1), Kember, D. (2009). Promoting Student-Centred Forms of Learning across an Entire University. Higher Education: The International Journal of Higher Education and Educational Planning, 58(1), 1-13.

24 Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the third international conference on learning analytics and knowledge (pp ). ACM. Krueger, R. A., & Casey, M. A. (2000). Focus Groups (3rd ed). California: Sage publications. Lewin, T. (2012). Instruction for masses knocks down campus walls. The New York Times, March 4. Mazoue, J. G. (2014). The MOOC model: Challenging traditional education. EDUCAUSE Review Online, 28(2). Merriam. S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass. Poellhuber, B., Roy, N. Bouchoucha, I., & Anderson, T. (2014). The relationships between the motivational profiles, engagement profiles and persistence of MOOC participants. MOOC Research Initiative, Final Report. Rai, L., & Chunrao, D. (2016). Influencing factors of success and failure in MOOC and general analysis of learner behavior. International Journal of Information and Education Technology, 6(4), Torres-Coronas, T., & Vidal-Blasco, M. A. (2017). MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective. International Journal of Information and Communication Technology Education, 13(3), Tucker, C., Pursel, B. K., & Divinsky, A. (2014). Mining Student-Generated Textual Data in MOOCs and Qunatifying Their Effects on Student Performance and Learning Outcomes. Computers In Education Journal, 5(4), Wang, Y., & Baker, R. (2015). Content or platform: why do students complete MOOCs?. Journal of Online Learning and Teaching, 11(1), 17. Yan, L., Muhua, Z., Bonk, C. J. & Yuqing, G. (2015). Integrating MOOC and flipped classroom practice in a traditional undergraduate course: students' experience and perceptions. International Journal of Emerging Technologies in Learning, 10(6), : / : / :

25 K-MOOC : K-MOOC, K-MOOC. : K-MOOC, 10, CQR(Consensual Qualitative Research). : 4, 11, 5, 17.,,,.,,,,. : K-MOOC.

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<C7D1B1B9B1B3C0B0B0B3B9DFBFF85FC7D1B1B9B1B3C0B05F3430B1C733C8A35FC5EBC7D5BABB28C3D6C1BE292DC7A5C1F6C6F7C7D42E687770> 기혼 여성이 사이버대학에서 상담을 전공하면서 겪는 경험 방기연 (고려사이버대학교 상담심리학과 부교수) * 요 약 본 연구는 기혼 여성의 사이버대학 상담전공 학과 입학에서 졸업까지의 경험을 이해하는 것을 목적으로 한 다. 이를 위해 연구참여자 10명을 대상으로 심층면접을 하고, 합의적 질적 분석 방법으로 분석하였다. 입학 전 에 연구참여자들은 고등교육의 기회를