팀기반학습의 수업활동, 학습몰입, 문제해결력, 학습만족도 간 구조적 관계－<지혜와자비명작세미나>를 중심으로

Abstract

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.`