비실시간 비대면 자기 성찰 글쓰기 강의 연구 — 경희대학교 “성찰과 표현” 강의를 중심으로

Abstract

This study aims to contribute to the development and development of self-reflection writing education methods by sharing cases of non-realtime non-face-to-face lectures on self-reflection writing that were newly designed and conducted as face-to-face classes became impossible due to Pandemic. Reflection and Expression, a writing curriculum for new students at Kyunghee University in the second semester of 2020 and the first semester of 2021, which is the subject of this study, was conducted as a non-real-time non-face-to-face lecture through posts, lecture videos, and feedback in the online classroom. In a situation where face-to-face lectures are impossible, non-real-time non-face-to-face lectures can be taught more proactively by learners than real-time non-face-to-face lectures, free time and space for self-reflection, and minimize the burden of privacy disclosure caused by the nature of self-reflection writing. If the instructor increases the frequency of responding one-on-one to the learner, the learner can feel the presence of the instructor and solve the learner’s individual problems caused by differences in writing ability and experience. In “Reflection and Expression,” self-reflection writing was carried out step by step to reach the two goals of self-discovery, growth, and improvement of writing skills through self-reflection writing. In the process of self-reflection, it was possible to recognize the importance of communication and empathy with others as well as the composition and development of self-identity. In particular, the meaning of this process in the pandemic was even more precious. Thoughts on topics to reflect on themselves were gradually increased in the order of writing sentences, paragraphs, and writing a completed article. The process of planning, ultra-high writing, and modifying, which are writing procedures, was also carried out, respectively, allowing them to experience completing a piece of writing. In the second half of the lecture, I finished the lecture by completing one article by myself. It encouraged fellow learners to comment on their writings so that they could communicate and empathize with fellow learners. Since it was possible to confirm the responses of learners through lecture evaluation, the advantages of this lecture should be reflected in the educational method even if face-to-face classes resume.