Service-learning 과제를 통한 디자인 전공 대학생들의 학습 효과에 대한 인식 조사

Abstract

This paper empirically examines perceived student learning outcomes through a service-learning project involving college level students majoring in design. Service-learning is a teaching and learning method that allows students to learn social responsibility and to reflect upon their outcomes. The study conducted in-depth interview with seven students in November 2012 and surveyed 206 students in April 2013. From the in-depth interviews, we discovered that design students perceive social responsibility, traditional knowledge, community needs, and design knowledge & tools as their learning outcomes. Furthermore, students predominantly thought that they were creative from the perspective of professional identity when working on a service-learning project. Based on the results of the survey, most of the students think that they need a service-learning project included in the design education curriculum, although a service-learning project is not commonly provided. A "t-test" was conducted to validate the total difference between the factors according to experience in service-learning projects; all the factors were significantly different from that. This means that students who have worked on a service-learning project are more likely to think positively about service-learning projects compared to students who have never worked on one. This study finds that service-learning projects allow design students to convert a community problem to a design problem and think about their social responsibility as designers.