The purpose of this study is to explore the nature of Project Based Learning(PBL), as much as theoretical backgrounds of PBL as a prospective learning model, and to describe how technology like using internet can support students and teachers as they work on various projects. Through this study, it will be interesting to note the differences of developed learning skills between the students who were trained to use internet in a Project-Based Learning format(PBL format) and those who received training through the Traditional Lecture format(TL format). The results of this study are as follows: First, compared to the TL environments, using internet in PBL provides more opportunities of flexible and collaborative learning methods, with a chance to increased interaction between the teacher and the students. The results of this case study clearly showed the importance of teacher's role, which significantly contributes to forming the students' interest and motivation. Second, the marriage between technology and using internet in PBL is viable in the sense that the societal needs and trends -- synthesis over analysis, non-linearity over linearity, complexity over simplicity, practice and performance over theory, collaboration over individuality -- all match well with PBL (non-linearity, complexity, authenticity, performance, and collaboration) and technology (synthesis, integration, and non-linearity, collaboration).

The purpose of this study is to explore the nature of Project Based Learning(PBL), as much as theoretical backgrounds of PBL as a prospective learning model, and to describe how technology like using internet can support students and teachers as they work on various projects. Through this study, it will be interesting to note the differences of developed learning skills between the students who were trained to use internet in a Project-Based Learning format(PBL format) and those who received training through the Traditional Lecture format(TL format). The results of this study are as follows: First, compared to the TL environments, using internet in PBL provides more opportunities of flexible and collaborative learning methods, with a chance to increased interaction between the teacher and the students. The results of this case study clearly showed the importance of teacher's role, which significantly contributes to forming the students' interest and motivation. Second, the marriage between technology and using internet in PBL is viable in the sense that the societal needs and trends -- synthesis over analysis, non-linearity over linearity, complexity over simplicity, practice and performance over theory, collaboration over individuality -- all match well with PBL (non-linearity, complexity, authenticity, performance, and collaboration) and technology (synthesis, integration, and non-linearity, collaboration).

본 연구의 목적은 e-learning에 있어서 유용한 학습 모델로서 인터넷을 이용한 Project Based Learning(PBL)의 이론적인 배경과 특성을 탐험하고 학습자들과 교사들이 어떻게 이러한 인터넷을 포함한 테크놀로지를 활용할 수 있는지를 설명하고자 하였으며, 인터넷을 이용한 PBL 포맷에 의해 교육을 받은 학습자들과 전통 학습 환경(Traditional Lecture : TL) 포맷을 통하여 교육된 학습자들 사이에 발견된 학습 기술과 태도의 차이를 규명하고자 하였다. 이 연구의 결과는 다음과 같다 : 첫째, 전통학습 환경과 비교해서 인터넷을 이용한 프로젝트중심 학습은 교사와 학습자들 사이에 증가된 상관관계로 인하여 유연하고 협력이 가능한 학습의 기회를 더 많이 제공한다. 이 e-learning 사례 연구의 결과는 학생들이 스스로 학습할 수 있는 능력이 생겨 성취감과 자신감을 가질 수 있고, 교사는 학습자들이 프로젝트를 성취하는데 길 안내를 해 주는 코치, 촉진자로서의 중요한 역할로써 크게 기여한다. 둘째, 여기에서 제안된 인터넷을 활용한 프로젝트 중심학습이 다양한 상황에서 실행이 가능함을 보여주고 있다. 프로젝트 중심 학습이 갖는 특징들 -비선형, 복잡함, 확실성, 수행성 및 협력성 - 은 인터넷을 포함한 테크놀로지가 갖는 특징들 -종합성, 통합성, 비선형, 협력성 - 과 잘 융합되고 있다. 뿐만 아니라, 프로젝트 중심 학습과 인터넷을 포함한 테크놀로지의 융합은 e-learning을 요구하고 있는 현대 사회의 추세에 비추어볼 때 충분히 실행 가능하며 바람직한 학습법이다.

e-learning, 인터넷 활용, 프로젝트 중심 학습, 전통 학습