3판 서문 ···············································································································3제1부 원격교육의 개념적 이해제1장 원격교육의 실제와 개념 ···············································································151. 원격교육의 실제와 특성 ··········································································161) 원격교육에 대한 관심의 증가 ···························································162) 원격교육의 가능성 ··············································································193) 원격교육의 미래 ··················································································252. 원격교육의 개념 ·······················································································301) 원격교육 정의의 구성 요소 ·······························································302) 원격교육의 대표적 정의 ····································································35연습 및 탐구 문제 ·························································································41참고문헌 ··········································································································43제2장 원격교육의 역사적 변천 ···············································································451. 원격교육의 기술과 이념의 변천 ·····························································461) 우편통신 기반 원격교육과 교육 기회의 확대 ································462) 방송통신 기반 원격교육과 고등교육의 대중화 ·······························493) 정보통신기술 기반의 원격교육과 교육의 질적 향상 ·····················522. 국내 원격교육의 변천 ··············································································551) 교육방송 시대 ·····················································································562) 원격대학의 시대 ··················································································603) 사이버대학과 이러닝의 시대 ·····························································624) 원격교육의 보편화 ··············································································67연습 및 탐구 문제 ·························································································69참고문헌 ··········································································································70제3장 원격교육의 이론 ··························································································711. 원격교육 이론의 필요성 ··········································································722. 독립성과 자율성 이론 ··············································································751) 웨드마이어의 독립 학습 이론 ···························································752) 무어의 독립 학습 이론 ······································································773. 교수의 산업화 이론 ·················································································804. 상호작용과 의사소통 이론 ······································································851) 초기의 상호작용 이론 ········································································852) 홈버그의 상호작용 이론 ····································································865. 이론의 발전 방향 ·····················································································881) 기술의 발전 반영 ················································································882) 사회와 학습 관점의 변화 반영 ·························································893) 국내 원격교육의 이론: 학습공간확장 이론 ·····································93연습 및 탐구 문제 ·························································································99참고문헌 ········································································································100제2부 원격교육의 개발제4장 원격교육의 기술과 매체 ·············································································1051. 원격교육의 매체와 기술의 분류 ··························································1061) 의사소통 모형 ···················································································1062) 경험의 원추 ·······················································································1093) 매체와 기술의 분류 ··········································································1112. 전통적인 매체와 기술 ···········································································1141) 인쇄 매체 ···························································································1142) 라디오와 텔레비전 방송 ··································································1173) 텔레컨퍼런스 ·····················································································1203. 컴퓨터와 인터넷 활용 ···········································································1264. 지능정보 기술 활용 ···············································································1291) 이러닝 플랫폼과 학습 지원 ····························································1292) 인공지능 기반 교육 서비스 ····························································1313) 메타버스 ·····························································································1355. 매체의 선택과 통합 ···············································································136연습 및 탐구 문제 ······················································································138참고문헌 ········································································································139제5장 원격교육의 체계적 개발 ·············································································1411. 체계적 개발의 필요성 ···········································································1422. 원격교육을 위한 체계적 개발 모형 ·····················································1471) 무어와 키어슬리의 모형 ··································································1472) 네트워크 기반의 교수체제개발 모형 ·············································1483) 기업의 이러닝 개발모형 ··································································1543. 체계적 개발의 주요 원칙 ······································································1601) 분석 단계의 원칙 ·············································································1612) 설계 단계의 원칙 ·············································································1623) 평가 단계의 원칙 ·············································································165연습 및 탐구 문제 ······················································································167참고문헌 ········································································································168제6장 원격교육과정의 설계 ··················································································1711. 설계의 의미와 관련 지식 ······································································1722. 전통적 교수설계 전략 ···········································································1781) 수업의 사태 ·······················································································1792) 문제중심학습 ·····················································································1853. 정보 설계 전략 ·······················································································1881) 문자 중심의 교육 정보 설계 ··························································1892) 음성, 영상 강의 형태의 정보 설계 ················································1944. 원격교육의 특수성을 고려한 설계 전략 ·············································1971) 상호작용 촉진 전략 ··········································································1982) 자기주도학습 촉진 전략 ··································································201연습 및 탐구 문제 ······················································································205참고문헌 ········································································································206제7장 원격교육의 개발 기술 ················································································2091. 원격교육의 개발 형태와 기술 ······························································2102. 인터넷 기반 원격교육 과정의 주요 개발 기술 ··································2141) 프로그래밍 기술 ···············································································2142) 오디오 기술 ·······················································································2183) 비디오 기술 ·······················································································2193. 최신 기술 ································································································2211) 엠러닝과 유러닝 ···············································································2212) 소셜 미디어의 활용 ··········································································2253) 가상현실과 메타버스 ········································································229연습 및 탐구 문제 ······················································································234참고문헌 ········································································································235제8장 원격교육과정의 운영 ··················································································2371. 원격교육과정 운영의 의미와 중요성 ···················································2382. 교수자의 역할과 운영 전략 ··································································2431) 교수자의 역할 ···················································································2432) 교수자의 운영 전략 ··········································································2463. 원격 학습자 특성과 지원 전략 ····························································2581) 원격학습자 특성 ···············································································2582) 원격학습자 지원 전략 ······································································263연습 및 탐구 문제 ······················································································267참고문헌 ········································································································268제9장 원격교육의 평가 ·························································································2711. 평가의 의미와 종류 ···············································································2721) 학습자 평가와 교육 프로그램 평가 ···············································2722) 질 관리 ······························································································2733) 형성평가 ·····························································································2772. 학습자 평가 ····························································································2791) 과정의 평가 ·······················································································2792) 결과의 평가 ·······················································································2843. 원격교육 프로그램 평가 ········································································2881) 원격교육 프로그램 효과성 평가 접근 ···········································2882) 이러닝 프로그램 질 관리 요소 및 모형 ·······································2953) 기업의 이러닝 평가 준거 ································································299연습 및 탐구 문제 ······················································································303참고문헌 ········································································································304제3부 원격교육의 실제와 연구제10장 국내 원격교육의 실제 ··············································································3091. 한국방송통신대학교 ···············································································3101) 연혁과 현황 ·······················································································3102) 운영 특징 ···························································································3122. 인터넷 기반의 원격대학 ········································································3151) 연혁과 현황 ·······················································································3162) 운영 특징 ···························································································3183. 기업의 이러닝 ·························································································3211) 이러닝 현황 ·······················································································3222) 운영 특징 ···························································································3254. 초ㆍ중등 학교의 원격교육 ····································································3281) 사이버 가정학습의 실시 ··································································3282) 원격 교육의 전면적 확대(2020~2021) ·········································330연습 및 탐구 문제 ······················································································335참고문헌 ········································································································336제11장 세계 원격교육의 실제 ··············································································3391. 거대 원격대학의 발전 ···········································································3401) 남아프리카 대학교 ············································································3412) 스페인의 국립원격대학교 ································································3443) 이란의 페이암 누어 대학교 ····························································3454) 인도네시아의 터부카 대학교 ···························································3475) 인도의 인디라 간디 국립 개방 대학교 ·········································3496) 프랑스의 국립원격교육센터 ·····························································3527) 태국의 수크호타이 타마시라트 개방 대학교 ································3548) 터키의 아나돌루 대학교 ··································································3569) 캐나다의 아타바스카대학교 ·····························································3582. 영국의 개방대학 ·····················································································3601) 현황 ····································································································3612) 운영의 특징 ·······················································································3653. 중국의 국가개방대학 ·············································································3671) 현황 ····································································································3672) 운영의 특징 ·······················································································3704. 미국의 미네르바 대학 ···········································································3711) 현황 ····································································································3722) 운영의 특징 ·······················································································375연습 및 탐구 문제 ······················································································378참고문헌 ········································································································379제12장 원격교육 연구 ·························································································3811. 원격교육의 연구 분류 ···········································································3822. 원격교육의 연구 결과 ···········································································3861) 원격교육 이론 연구 ··········································································3862) 원격교육 기술, 매체 간의 효과성 비교 연구 ·······························3893) 원격교육 학습 성공 요인 연구 ·······················································3904) 원격교육과정 설계 연구 ··································································3925) 정책, 행정, 비용효과성 연구 ··························································394연습 및 탐구 문제 ······················································································397참고문헌 ········································································································398제13장 원격교육의 전망과 과제 ···········································································4031. 일반 면대면 교육과의 통합 ··································································4042. 원격교육의 국제화와 이원화 ································································4093. 원격교육과 시공간의 확장 ····································································411연습 및 탐구 문제 ······················································································416참고문헌 ········································································································417찾아보기 ···········································································································419