성희롱 예방 교육 이러닝을 위한 Merrill의 수업기본원리를 적용한 수업설계전략 탐색

초록

This study aimed to develop an e-learning design strategy for sexual harassment prevention education based on Merrill’s first principles of instruction. To offer practical support to both instructional designers and learners, this study focuses on instructional design procedures and strategies that apply the first principles of instruction and reflect learners’ experiences and opinions to implement effective e-learning. For this purpose, first, the elements and procedures of e-learning design based on Merrill’s first principles of instruction were derived through a literature review. Second, learning experiences were analyzed through in-depth interviews with six learners who had registered for sexual harassment prevention education at H University. We identified not only learners’ difficulties but also the learning experiences necessary for effective e-learning of sexual harassment prevention education based on Merrill’s first principles of instruction. The results of literature review and in-depth interview analyses were integrated into specific e-learning design strategies developed by incorporating learners’ opinions. The study identified 14 elements and derived each procedure for each instructional design stage based on the Pebble model, resulting in the development of 27 specific e-learning design strategies. These instructional design strategies offer specific guidelines for instructional designers creating sexual harassment prevention e-learning programs that integrate theories and knowledge with practice. Additionally, this study is expected to enhance the active learning of sexual harassment prevention education among learners.

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