Designing an Instructional Model for Smart Technology —Enhanced Team-Based Learning
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.
Abstract
The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.
참고문헌 (15)
- 교육과학기술부, "스마트 교육 추진전략. 보도자료", ~ (2011)
- 김두연, "인재대국을 향한 교실혁명, 스마트교육 추진전략", 교육개발, 38(3), pp.30~37 (2011)
- 심미자, "새시대 교수법 : 팀 기반 학습 (Team-based learning) 전략", 공학교육, 16(3), pp.57~60 (2009)
- 이수영, "초등 과학 수업에서 팀 기반 학습이 학습자의 과학 개념 이해도 및 태도에 미치는 영향", 초등과학교육, 30(4), pp.415~429 (2011), 한국초등과학교육학회
- 이영민, "전문계 고등학교에서 팀 기반 학습방법이 학습자의 과제수행, 학습활동, 동기에 미치는 영향", 직업교육연구, 30(2), pp.51~71 (2011), 한국직업교육학회
- 임걸, "스마트 러닝 교수학습 설계모형 탐구", 컴퓨터교육학회 논문지, 14(2), pp.33~45 (2011), 한국컴퓨터교육학회
- 조재춘, "교수-학습 활동과 학습자의 특성을 고려한 스마트교육 개념모델", 컴퓨터교육학회 논문지, 15(4), pp.41~49 (2012), 한국컴퓨터교육학회
- Abdelkhalek N, "Using team-based learning to prepare medical students for future problem- based learning", Med Teach, 32, pp.123~129 (2010)
- Clark, R. E., "Reconsidering research on learning from media", Review of Educational Research, 53(4), pp.445~459 (1983)
- Dana S. W, "Implementing Team-Based Learning in an Introduction to Law Course", Journal of Legal Studies Education, 24(1), pp.59~108 (2007)
- Haberyan, A., "Team-based learning in an industrial", organizational psychology course, 2007, pp.9(1), 143~152
- Michaelsen, L., "Team-Based Learning: A Transformative Use of Small Groups in College Teaching" (2004), Stylus Publishing
- Michaelsen, L., "Team-Based Learning: Small Group Learning's Next Big Step: New Directions for Teaching and Learning" (2009), Jossey-Bass
- Robinson, M. A., "Teaching Note--An Exploration of Team-Based Learning and Social Work Education : A Natural Fit", Journal of Social Work Education, 49(4), pp.774~781 (2013)
- Zhao, Y., "Factors Affecting Technology Uses in Schools : An Ecological Perspective", American Educational Research Journal, 40(4), pp.807~840 (2003)