비대면 학습공동체의 역동성 향상을 위한 교수 중심 튜터링의 교수전략 연구

Abstract

Various educational methods are being tried to effectively respond to the rapidly changing educational environment due to COVID-19. Among them, this study proposes a tutoring learning strategy that is commonly used in face-to-face and non-face-to-face education in order to form a dynamic learning community. In general, the tutoring learning strategy is operated as a supplementary education program used as part of the “Student Support System”, and as a “Learning Competency Strengthening Program” among non-curricular programs. Also, it has been operated as a “Distance Education Program” based on Tele-Tutoring System. And in colleges, the mainstream tutoring activity was to help students who could not adjust to school life or had difficulties due to poor learning as fellow students selected by the school became tutors. The purpose of this study is to present a “pro- fessor-centered tutoring” model to form a more dynamic learning commun- ity while overcoming the limitations of existing peer tutoring. For this pur- pose, the necessity and various roles of the professor tutor according to the tutoring development process are defined, and the teaching strategies required in each process are presented. Then the teaching strategies implemented in “Religious Subject Education Theory” at University C are pre- sented in the four roles of the professor tutor—content expert, facilitator, guide, and administrator. In conclusion, the Christian educational im- plications of creating a dynamic learning community in the educational en- vironment where face-to-face education and non-face-to-face education are mixed can be found by inducing self-directed learning motivation.