온라인 기반 AI-경영 융합전공 수업에서 학습자 경험 전환의 다차원적 경로

초록

This study explored the transformation of learners’ experiences in an online AI-Business convergence course through an integrated framework of motivation, role, and competency changes, aiming to identify implications for redesigning instructional strategies. Participants were 11 second-year undergraduate students enrolled in an AI-Business convergence major at a university in Chungcheongnam-do, South Korea. Data were collected through surveys and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and TF-IDF text mining to examine patterns in learners’ perceptions, while qualitative data were analyzed through content analysis to interpret the depth and structure of learners’ experiential transitions. The findings revealed that learners’ transformations followed three interrelated pathways: (1) emotional stability and immersion leading to motivational change, (2) the shift from procedural engagement to self-directed strategy formation indicating role change, and (3) collaboration and problem-solving facilitating competency development. These results suggest that learners in AI-mediated environments do not merely use technology as a functional tool, but rather reconstruct their ways of thinking and acting, becoming proactive agents in the learning process. The study further highlights the necessity of viewing instructional design as an open and participatory structure that allows learners to interact with and transform technological and contextual elements. Through this integrated framework, the study provides both theoretical and practical insights into reinterpreting instructional design in AI-based education and proposes directions for developing learner-centered, adaptive design models that reflect authentic learning experiences.

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