비대면 원격교육 상황에서의 프로젝트학습 사례 연구: 학습자들의 학습경험을 중심으로
A Case Study on Project Based Learning in Distance Education: Focusing on Learners' Learning Experiences
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코로나19 바이러스로 인해 비대면 원격교육이 이루어지고 있다. 비대면 원격교육 상황에서도 의미있는 학습이 이루어지기 위해서는 학습자들이 주도적, 협력적으로 학습하는 프로젝트학습의 실행이 필요하다. 이 연구는 비대면 원격교육에서 이루어진 프로젝트학습에 대한 사례연구로 학습자들의 학습경험을 제시하고 이를 토대로 운영전략에 대한 시사점을 도출하기 위한 것이다. 이를 위해 2020년 1학기에 경기도 소재 A대학교에서 운영된 비대면 원격 프로젝트학습에 참여한 3개 반 학습자 80명이 제시한 주요 학습활동, 배운점, 그리고 어려움과 건의사항을 수집․분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 학습자들은 프로젝트를 수행하기 위해 LMS, 화상회의 프로그램, 무료 통화 및 메신저 응용 프로그램 등을 이용하여 팀 빌딩, 과제명확화, 자료수집 및 분석, 해결안모색 및 타당성검증, 발표 및 평가의 과정을 거쳤다. 둘째, 학습자들은 비대면 원격교육 상황에서 프로젝트를 수행하면서 내용지식을 습득하고, 팀활동방법, 의사소통방법, 문제해결방법에 대해 학습하였고 공동체의식, 책임감을 함양하였다. 셋째, 학습자들은 비대면 원격교육에서의 프로젝트학습이 성공적으로 이루어지기 위해서는 수업, 팀, 개인차원에서 개선이 필요하다고 제안하였다. 수업 차원에서는 상호작용 테크놀로지에 대한 지원, 체계적인 수업계획과 운영이 필요하고, 팀 차원에서는 집단 사고활동과 팀 운영이 필요하고, 개인 차원에서는 공동체의식과 만족감이 필요하다고 제안하였다. 연구결과로부터 비대면 원격 프로젝트학습의 설계와 운영에 필요한 시사점을 도출하면 다음과 같다. 첫째, 온라인 환경을 고려한 프로젝트 설계가 필요하다. 둘째, 온라인 협력학습을 위한 실행 전략과 지원이 필요하다. 셋째, 온라인 프로젝트학습 과정이 수업 시간 중에 실시간으로 진행되고 교수자에 의해 모니터링 되어야 한다. 넷째, 학습자들의 학습활동을 지원하는 도구를 제공해야 한다.
Abstract
Non-face-to-face education is running under the situation of COVID-19. For meaningful learning to take place even in non-face-to-face distance learning situations, learner-centered and collaborative project based learning must be implemented. This research aims to present case of project based learning in non-face-to-face distance education. To achieve research objectives, project based learning experiences, learning outcomes, and suggestions were collected and analysed from 80 learners who had distance classes during the first semester in 2020 due to COVID-19. The major research results are as follows. First, learners had processes of team building, task clarification, data collection and analysis, solution development and verification, and Presentation and evaluation using LMS, Zoom, free call and messenger application. Second, learners reported that they acquired the content knowledge and learned the methods of team activity, communication, and problem solving and increased in community awareness, and responsibility. Third, learners claimed that successful non-face-to-face distance education needs to have improvement in the aspects of class, team, and individuals. At the class level, interactive technical support, systematic instruction planning and management are required. At the team level, group intelligence activities and team management are needed at the team level. At the individual level, community awareness and achievement is needed. The implications of the research results for online project learning are as follows. First, the project should be designed in consideration of the characteristics of the online environment. Second, there is a need for implementing strategies and support for online cooperative learning. Third, the entire process of online project based learning should be conducted in real time during class and monitored by the instructor. Fourth, tools to support learners' learning activities should be provided.
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