본 연구는 u-PBL 교수활동 수행지원시스템 모형을 개발하는 것을 목적으로 하였다. 본 연구의 목적을 달성하기 위해 첫째, 문헌연구, 사례연구 및 전문가 인터뷰를 통한 요구분석으로 핵심교수활동 프로세스와 핵심지원요소 등을 도출하여 초안을 구안하였다. 둘째, 모형의 초안을 전문가 형성평가를 실시하여 수정ㆍ보완한 후 모형을 완성하였다. 셋째, 개발된 u-PBL 교수활동 수행지원시스템 최종 모형의 타당성을 검증하기 위해 전문가 집단으로부터 검사도구를 활용한 타당화 검사를 실시하였다. 타당화 검사결과 u-PBL 교수활동 수행지원시스템 모형이 설명력, 유용성, 타당성, 이해도, 보편성이 있는 것이라고 긍정적으로 평가되었다.
The purpose of this study was to develop a u-PBL support system(u-PSS) model based upon field experience learning. To accomplish this the study, analyzed the core values, design strategy, optimal instructional activity process, and it's supporting components. These components were integrated into the desired model, which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. Secondly, the study synthesized the relevant components from the previous research activities and generated the first version of the model prototype. This study identified the four core values as; systemic support for instructional activity, systematic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As core instructional activity process, seven sub-processes encompassing; preparing u-PSS, selecting problems and facilitating problem finding, facilitating planning of problem solving, facilitate problem solving based on field experience, facilitating solution finding, facilitating the presentation of results, reflection and evaluating in whole process. Also, as supporting components the study utilized three basic kinds; tools, just in time guideline and instructional resources. Additionally, to assure the validity of the model prototype, this study utilized focus group interview. The focus groups were comprised of three kinds of expert, which included two PBL experts, two experts who used PBL, and others had expertise in instructional design. The formative evaluation provided both the strong points and the problematic points of the model. As a strong point, most of the experts in the FGI agreed the model is valid in terms of core values, core seven instructional activity processes, supporting mechanisms would be useful in a practical sense because the current PBL approach doesn't have a specific instructional support system. There were few problematic points. However a few concerns were raised about the correct language terminology and the need for a more detailed guideline for each sub-activity process. Overall this study implies that the model in the research would have validity in terms of it's purpose, processing, structure, and practical usability. In order to validate the appropriateness and usefulness of this model, a quantatative expert evaluation based upon survey was used. The expert evaluation confirmed the face validity of the model by showing affirmative responses. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.