KRIVET 한국직업능력연구원 국무총리 산하 정부출연 연구기관

I. 서론

Ⅱ. 이론적 배경
   1. e-Learning 교수설계자의 역할과 역량
   2. IBSTPI 역량 표준안 검증

Ⅲ. 연구 방법 및 절차
   1. 연구 대상
   2. 연구 도구
   3. 연구절차

Ⅳ. 연구 결과
   1. 국내 e-Learning 교수설계자의 역량 수준
   2. 국내 e-Learning 교수설계자의 역량 별 중요도
   3. 국내 e-Learning 교수설계자의 역량 수준의 직무 유형과 직급에 따른 차이
   4. 국내 e-Learning 교수설계자의 역량별 중요도의 직무 유형과 직급에 따른 차이

V. 결론 및 제언

참고문헌

abstract

 This paper investigated the level and perceived criticalities of Korean e-Learning instructional designers' competency using IBSTPI (2000) ID Competencies Standards. 95 organizations responded to the survey.
 This research investigated the following questions: first, what are the level of competencies and criticalities of the Korean e-Learning instructional designers? Second, are there any differences between competency level and criticalities according to the type of jobs? Third, are there any differences between competency level and criticalities depending on one's position? Forth, are there any differences between competency level and criticalities according to the type of organizations?
 According to the results, first, Korean e-Learning instructional designers have commonly good competency levels. However, from the IBSTPI's viewpoint, they need to improve their competencies through training. Second, Korea's e-Learning instructional designers usually work as managers, designers, or implementers/evaluators/consultants. As managers, the following are regarded as essential competencies: communication; identifying ethical and legal issues; effective project management; collaboration; linking efforts to organizational goals; and business skills. Third, Korean e-Learning designers are positioned as managers, staff members, and temporary employees with various competencies.