디지털 네이티브 세대를 위한 대학 토론수업의 방향 모색
Contemplation on the Direction of a University Debate Course for Digital Native Generation
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
Due to the COVID-19 pandemic, on-line education was proceeded in full swing. Thus, changes were inevitable in the class of <Critical Thinking and Debate> which operated through students’ presentations and actual practices. This research contemplates the direction of university debate education in the digital era, especially based upon students’ opinions about “online debate practice” and the opening of “intensified curriculum.” This was done using surveys related with the <Critical Thinking and Debate Class> which was operated as an S-women’s university’s obligatory general education course. This research suggested the aggressive utilization of digital contents and the necessity of customized education for each learner in future debate classes considering the change of educational environment and the presence of new students. Under a full scale online classes with no restrictions on the time and space, this research claimed the necessity of strengthening the network between a professor and a learner and their communication. It also asserts to build up a real/non-real cooperative learning system. In order to strengthen the learner’s curiosity and accessibility, this research emphasized that the class should critically use various contents like YouTube video clips, soap operas in Netflix, and movies. The class also needs to be operated through an online-based participating platform where students’ various activities are easily available. It suggested the following actions as a direction for debate education in the digital era: (1), development and internalization of a step by step teaching and learning module for the learner-centered debate education; (2), institutionalization of a debate clinic with a professor’s role of tutor, coach, and curator for debate education; (3), development of micro contents and aggressive utilization of digital contents; (4), intensification of the communication track for continued debate education; (5), and establishment of online debate education model. With these, I’d like to contemplate the direction of a university’s critical thinking and debate education while reflecting "the digital difference" in the digital era.
Abstract
Due to the COVID-19 pandemic, on-line education was proceeded in full swing. Thus, changes were inevitable in the class of <Critical Thinking and Debate> which operated through students’ presentations and actual practices. This research contemplates the direction of university debate education in the digital era, especially based upon students’ opinions about “online debate practice” and the opening of “intensified curriculum.” This was done using surveys related with the <Critical Thinking and Debate Class> which was operated as an S-women’s university’s obligatory general education course. This research suggested the aggressive utilization of digital contents and the necessity of customized education for each learner in future debate classes considering the change of educational environment and the presence of new students. Under a full scale online classes with no restrictions on the time and space, this research claimed the necessity of strengthening the network between a professor and a learner and their communication. It also asserts to build up a real/non-real cooperative learning system. In order to strengthen the learner’s curiosity and accessibility, this research emphasized that the class should critically use various contents like YouTube video clips, soap operas in Netflix, and movies. The class also needs to be operated through an online-based participating platform where students’ various activities are easily available. It suggested the following actions as a direction for debate education in the digital era: (1), development and internalization of a step by step teaching and learning module for the learner-centered debate education; (2), institutionalization of a debate clinic with a professor’s role of tutor, coach, and curator for debate education; (3), development of micro contents and aggressive utilization of digital contents; (4), intensification of the communication track for continued debate education; (5), and establishment of online debate education model. With these, I’d like to contemplate the direction of a university’s critical thinking and debate education while reflecting "the digital difference" in the digital era.
참고문헌 (33)
- 강인애, "‘학습자 중심 교육’의 의미에 대한 재조명: 현직교사들의 이해와 실천을 중심으로", 학습자중심교과교육연구, 9(2), pp.1~34 (2009), 학습자중심교과교육학회
- "확산일로 젠더갈등…남성단체 표적된 OO여대" (2021)[URL]
- 김세령, "사이버 토론을 통한 대학 글쓰기 교육 - 서울과기대 공학인증 <글쓰기와 의사소통> 사례 분석을 중심으로", 한국문예창작, 13(2), pp.287~322 (2014), 한국문예창작학회
- "‘포스트 코로나’ … DNA 중심 웹 3.0 시대로 진화" (2020)[URL]
- 김지윤, "대학 이전 교육과의 연계성을 고려한 대학 토론교육 개선 방향 연구", 교양교육연구, 15(3), pp.97~116 (2021), 한국교양교육학회
- 남유진, "멀티정보채널 환경에서의 소비자 정보혼란과 선택혼란", 소비자정책교육연구, 11(4), pp.1~23 (2015), 한국소비자정책교육학회[DOI]
- 박상준, "대학 토론교육의 문제와 해결방안 시론 - 토론교육의 목적을 중심으로 -", 어문학, (104), pp.27~56 (2009), 한국어문학회
- 박재현, "대학 교양 토론 교육의 쟁점에 대한 학습자 인식과교육적 시사점", 교양교육연구, 11(5), pp.161~198 (2017), 한국교양교육학회
- 박형빈, "디지털원주민 시대의 통일교육과 게이미피케이션(Gamification)", 윤리교육연구, (55), pp.337~364 (2020), 한국윤리교육학회[DOI]
- 서승아, "토론 교육의 내용 체계 연구－중등 학습자군의 웹 토론을 대상으로－", 화법연구, (18), pp.39~72 (2011), 한국화법학회[DOI]
- 송창석, "Metaplan을 이용한 새로운 토론교육 방법에 관한 소고", 한국민주시민교육학회보, 8, pp.65~84 (2003)
- 대학 토론교육 콘텐츠로써 유튜브 동영상 자료분석 및 토론능력 향상을 위한 학습자중심의 교수학습모델 개발, "신희선", 숙명여자대학교, ~, pp.(연구보고서 2018-S1A5A2A01-2018S1A5A2A01037520 (2020)
- "半대면 환경의 딜레마를 넘어서" (2021)[URL]
- 신희선, "‘FANG’ 시대에 사고와 표현교육", 한국사고와표현학회 웹편지 제3호, ~ (2021)
- 신희선, "비판적 사고와 토론교육에 관한 비판적 성찰", 2021 한국교양교육학회 춘계학술대회 발표자료집, 2021(6), pp.415~423 (2021)
- 신희선, "디지털 플랫폼 시대, 비판적 사고 함양을 위한 콘텐츠 개발과 대학 교양교육 모델 구축", 한국연구재단 2021년도 일반공동연구지원사업 연구계획서, ~ (2021)
- 우현주, "온라인 대면과 LMS 비대면 인문학 토론의 수업 방식 및 학습자 인식 연구 — K대학교 수업 사례를 중심으로", 한국문예창작, 19(3), pp.191~217 (2020), 한국문예창작학회[DOI]
- 이병관, "디지털정부 웹사이트의 정보제시 유형에 따른 소비자 반응 연구: 정보 과부하와 인지 실패의 매개효과를 중심으로", 한국심리학회지: 소비자·광고, 22(2), pp.207~238 (2021), 한국소비자·광고심리학회[DOI]
- 이완수, "코로나19 “인포데믹” 현상에 대한 이론적 고찰: 커뮤니케이션학과 행동과학의 통합 적용", 커뮤니케이션 이론, 17(3), pp.306~375 (2021), 한국언론학회[DOI]
- 이창원, "테크노스트레스 유발요인과 테크노스트레스 구성요인 과의 관계에 관한 연구", 경영교육연구, 34(5), pp.195~218 (2019), 한국경영교육학회[DOI]
- "공장형 대학에서 지식 큐레이팅 대학으로" (2020)[URL]
- 정기수, "사이버 학습을 활용한 토의·토론교육의 자기주도적 학습능력 신장 방안", 석사, 국어교육, pp.2003
- 초경화, "영상 텍스트를 활용한 토의 수업 방안 연구", 석사, 독서지도학, pp.2005
- 진상형, "Effects of Information Overload on Hostile Behaviors Online", 한국전자거래학회지, 24(2), pp.179~197 (2019), 한국전자거래학회[DOI]
- 황희선, "대학 교양 강의에서의 비대면 토론 방안 연구: 자기성찰노트를 분석 대상으로", 교양학 연구, (15), pp.115~135 (2021), 다빈치미래교양연구소[DOI]
- Emcke, C., "혐오사회" (2017), 다산초당
- Hüther, G., "존엄하게 산다는 것" (2020), 인플루엔셜
- Neuman, W. R., "디지털 디퍼런스" (2020), 한울
- Prensky, M., "디지털 네이티브 그들은 어떻게 배우는가" (2020), 사회평론아카데미
- Castelluccio, M., "TOWARD WEB 3.0", Strategic Finance, 100(6), pp.53~55 (2018)
- Kaylor, S. K., "Preventing information overload: Cognitive load theory as an instructional framework for teaching pharmacology", Journal of Nursing Education, 53(2), pp.108~111 (2014)
- Shrivastav, H., "Information overload in technology-based education: A meta-analysis", AMCIS, 9, pp.325~349 (2013)
- Weinstein, C., "Handbook of Research on Teaching", pp.315~327 (1986), ERIC