생성형 AI 시대의 학생주도적 활동수업 사례 연구

Abstract

Currently, humanity is experiencing rapid changes due to generative AI technology. Society at large is facing new challenges and opportunities with generative AI, leading to deep contemplation and discussions on how best to utilize it. The education sector, in particular, is undergoing rapid transformation, with the educational community calling for changes in curriculum, redefining the roles of instructors and students, and modifying teaching methods. In response to the evolving educational landscape in the era of generative AI, this paper presents a study that minimizes instructor-centered knowledge delivery and implements student-led, activity-centered classes. The study focuses on students in the religious education teacher training course at P Theological University, where generative AI was extensively utilized in student-led activity-centered lesson plans. The study aimed to (1) investigate the level of class satisfaction when instructor-centered knowledge delivery was minimized and student-led, activity-centered classes were implemented, and (2) explore the perception and satisfaction with generative AI when incorporated into student-led, activity-centered lesson plans. According to the quantitative analysis of survey results (Wilcoxon signed-rank test), it was confirmed that achievement of class goals(median 5.00, Q1-Q3 4.00-5.00) and class satisfaction(median 5.00, Q1-Q3 4.60-5.00) were significantly high when instructor-centered knowledge delivery was minimized, and student-led activity classes were implemented. Additionally, a significant positive shift was observed in the perception and satisfaction with generative AI between pre- and post-surveys (pre-survey: median 4.00 (Q1-Q3, 4.00-4.00) / post-survey: median 5.00 (Q1-Q3, 4.00-5.00)). In open-ended responses, participants highlighted the usefulness of generative AI, such as 'ease and agility of information collection' and 'excellence of generated products.' However, they also noted limitations, including 'dissatisfaction with the generated products themselves,' 'inadequate utilization skills,' 'over-dependence,' 'dissatisfaction with the inaccuracy of information,' and 'deterioration of users' creativity and thinking skills.' Based on these findings, the study offers recommendations on the roles of instructors, the roles of learners, and teaching methods in the era of generative AI.