본 연구의 목적은 대학생 학습멘토링 기법 교육 프로그램을 개발하는데 있어 방법론으로써 GBS 설계를 적용하여 프로세스와 지원구조를 체계적이고 수행 지향적으로 구성하는데 있다. 연구의 목적을 달성하기 위한 연구과제는 다음과 같다. 첫째, 프로그램의 핵심가치, 프로세스, 지원구조를 도출하여 프로그램의 초안을 구안한다. 둘째, 구안된 프로그램의 현장적용을 통해 프로그램의 최종안을 개발한다.
이러한 연구과제를 해결하기 위한 연구방법으로 교수체제설계에 따라 연구를 수행하였다. 문헌 및 사례연구와 교육관계자, 학생, 교육전문가를 대상으로 요구분석을 실시하여 프로그램의 초안을 구안하였다. 전문가 평가를 실시하여 프로그램의 초안을 수정?보완하였으며 연구의 타당도를 확보하였다. 개선된 7차시 프로그램을 9명의 대학생에게 적용하였고, 자기주도학습능력 검사를 사전, 사후에 실시하여 효과성을 검증하였다. 마지막으로 참여 학생과 교수자를 대상으로 심층 인터뷰를 실시하고 산출물 검토를 통해 프로그램의 최종안을 개발하였다.
이 연구 절차에 따라 도출된 연구결과는 다음과 같다. GBS를 활용한 대학생 학습멘토링 기법 교육 프로그램의 핵심가치는 실제성, 공감성, 실용성, 기능성, 자기주도성으로 도출되었다. 첫째, 실제성이다. 프로그램의 시작이 실제적 맥락을 가진 이야기를 중심으로 학습활동이 진행되므로 예비 멘토에게 실제 상황인 것 같은 환경을 제공할 수 있다. 둘째, 공감성이다. 학생들의 학습문제 사례를 중심으로 스토리가 개발되어 예비 멘토의 몰입을 유도하고 공감성을 높일 수 있다. 셋째, 실용성이다. 예비 멘토가 맥락적 상황에서 학습활동을 진행하므로 이 경험을 바탕으로 유사한 상황에 직면했을 때 적용하고 활용할 수 있다. 넷째, 기능성이다. 학습전문가의 직무내용, 직무과정으로 학습활동이 이루어지므로 프로그램에 참여 후 예비 멘토들은 학습전략을 습득하게 된다. 다섯째, 자기주도성이다. 주어진 학습문제를 스스로 해결해나가는 능동적 수행과정을 통해 경험을 축적하게 되므로 자기주도적인 학습이 가능하다.
GBS를 활용한 대학생 학습멘토링 기법 교육 프로그램의 프로세스는 학습문제 진단, 학습문제해결 목표 설정, 학습전략실행 계획 수립, 수립된 학습전략 평가로, GBS의 구성요소는 학습목표, 미션, 커버스토리, 시나리오 활동으로 도출되었다. 학습내용은 오리엔테이션, 목표관리, 시간관리, 수업관리Ⅰ?Ⅱ, 시험관리, 학습습관 관리를 포함하여 총 7차시로 구성되었다.
마지막으로 지원구조는 안내지침, 학습단서, 수행도구로 도출되었다. 안내지침에는 코스웨어, 팀 구성 및 활동방법 안내, 가이드라인이 포함되며, 학습단서에는 학습내용별 학습자료, 수행도구 활용 방법 자료, 수행도구에는 학습문제 진단도구, 학습문제해결 목표 설정, 학습전략 실행 계획 수립 도구, 수립된 학습전략 평가도구가 포함된다.
프로그램은 학습문제를 해결하는 학습전문가의 직무과정으로부터 프로세스를 도출하여 예비 멘토들이 자연스럽게 학습전략을 습득할 수 있도록 개발되었다. 시나리오 구성활동에서 학생들이 공감하고 실제와 유사한 상황적 맥락을 가질 수 있도록 학생들의 학습문제 사례로부터 커버스토리를 개발하였다. 개발된 프로그램은 대학생을 대상으로 참여 신청자를 모집하여 현장 적용하였고, 자기주도학습능력 검사도구를 활용하여 효과성을 검증해본 결과 자기주도학습능력의 학습계획, 학습실행, 학습평가 중 학습계획과 학습평가 영역에서 유의미한 효과가 있었다.
본 연구결과는 GBS 설계 이론을 기반으로 학습멘토링 기법 교육 프로그램의 프로세스를 체계화하고 지원구조를 구체적으로 제시하고 있어 교수자 및 교수설계자들이 교육현장에서 활용이 가능할 것이다. 또한 GBS 설계 이론을 학습 프로그램에 적용한 개발연구 및 현장적용 사례가 될 것이다. 본 프로그램에 참여한 학습멘토들은 학습 영역별, 상황별로 학습문제를 해결하기 위한 학습전략을 습득하여 동료 멘티들에게 실질적 도움을 줄 수 있을 것이며, 자신의 성공적인 대학생활을 도울 것으로 기대된다.

The purpose of this study is to develop a learning mentoring techniques education program based upon GBS for college students. The program was developed to train mentors with self directed learning ability to run learning mentoring techniques as a pre-program for peer mentoring operations on the subject of learning strategy. This program is expected that the preliminary mentor will learn the learning strategy in the realistic context and become a mentor to help the mentees'' learning habits in the future.
To achieve this purpose, first, core values, processes and support structures of education program based upon GBS was designed. On the basis of the obtained results, a this program was made and then its feasibility was verified through formative evaluations by specialists. Second, the final version of the program is developed through field application evaluation of the program.
In order to solve these research problems, it was carried out according to the instructional system design. The draft of the program was designed with literature and case studies and demand analyses were conducted to education stakeholders, students and education experts. Expert evaluation of the draft of the program was conducted with the focus group interviews to revise and complement the study and ensure the validity of the study. The improved program was applied to the education field. The program was applied to 9 college students with 7 courses to ensure effectiveness and validity of the program. Finally, the effectiveness of self-directed learning ability test was verified by pre-test and post-test. An in-depth interview was conducted with participants and faculty members and a final version of the program was developed through the review of the feedbacks.
The results of this study are as follows. The core values of the learning mentoring techniques education program based upon GBS for college students were derived from actuality, empathy, practicality, functionality and self-direction. First, it is the actuality. Since the start of the program is based on the story with the actual contexts, the learning activity can be provided to the preliminary mentor so that it can be an actual situation. Second, it is the empathy. The stories are made around students'' learning problem cases, which can lead to immersion of preliminary mentors and increase empathy. Third, it is the practicality. Since the preliminary mentors conduct learning activities in a situational contexts, they can be applied and utilized when faced with similar situations based on these experiences. Fourth, it is functional. Since the learning activities are carried out by the job content and the job process of the learning experts, the preliminary mentors acquire the learning strategies after participating in the program. Fifth, it is self-initiative. Self-directed learning is possible because it accumulates experience through the active process of solving a given learning problem by oneself.
The process of this program was derived from diagnosis of learning objectives, setting goals of learning problem solutions, plans of learning strategy and established learning strategy evaluation. The components of GBS were derived from learning objectives, missions, cover story, scenario composition, learning resources and feedback. The Program contents consisted of goal management, time management, class management, exam management and learning habits management, so those are consisted of seven courses in total.
Finally, the support structure was derived from instructional guidelines, learning cues and performance tools. The instructional guidelines include courseware, team composition and activity method guides. The learning cues include resources for each learning contents, how to use them. The performance tools include tools for diagnosising of learning objectives, setting goals of learning problem solutions, planning of learning strategy and tools for establishing learning strategy evaluation.
This program was developed to enable students to acquire learning strategies naturally by deriving the process from the job processes of the learning experts. The cover story was developed from students to empathize with students and to develop practical and close examples. This program was applied to the field of college students. The validity of the self-directed learning ability test tool was verified. As a result, the self-directed learning ability learning plan, learning execution, There was a significant effect in the evaluation area.
The program was developed to allow participants to naturally acquire learning strategies by deriving program processes from the job processes of learning professionals who solve learning problems. The validity of the self-directed learning ability test tool was found to be significant in the learning plan and learning evaluation of self-directed.
Based on the results of the research, the results of the application of the developed programs are discussed as follows. In this program, the process of the program is derived from the learning consulting stage and the learning consultant''s job course and the program is developed so that the preliminary mentor can obtain the learning strategy naturally. It was developed considering the level of cognitive development and needs of college students participating in learning mentoring. In addition, Mentor presented a process and support structure to diagnose and solve important core learning problems of the mentee. It is meaningful that the program was developed and applied to the field by utilizing the GBS design and the quantitative and qualitative verification was carried out.
Based on this study, the further researchs are as follows. Learning mentoring program should be developed. And the research considering supervision, sharing mentor case and compensation system is needed. In addition, empirical studies should be conducted to confirm the effectiveness of the learning mentoring strategy education program. It is expected that it will be effective in opening the cases of the participating students when applied to the learning strategy acquisition program. Therefore, the program needs to be developed in accordance with the target and the contents of the education. Unexpectedly, In-depth interviews with students showed that they did not prefer video and internet sites. So research on the learning resources of new paradigms that consider the advantages and disadvantages of on-line and off-line will be needed. Finally, since mentoring is widely used for various purposes on various age groups, it is proposed that mentoring techniques should be supported at the municipality or government level.