‘국제무역론’의 문제중심학습 설계 및 운영 사례
Design and Implementation of Problem-Based Learning of ‘International Trade’
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초록
본 연구는 서울소재 A 대학의 국제통상학과 3학년을 대상으로 개설되는 ‘국제무역론’ 과목을 문제중심학습(PBL) 모형으로 재설계하고 운영한 과정을 기술하고, 그 결과로 나타난 학습자의 태도와 행동의 변화, 학업성취도, 그리고 교수자의 변화가 어떠한지 알아보고자 하였다. 학습자의 태도와 행동의 변화는 교수자의 관찰과 성찰일지, 수업평가 데이터를 중심으로 분석하였다. 학습자의 학업성취도는 결과 포스터 발표 및 PBL 보고서의 질로 분석하였다. 운영의 결과 동일과목의 기존 강의식 수업과 비교할 때 PBL수업은 학습자의 학습동기를 고취하여 적극적이고 능동적으로 학습에 참여하게 하였고 학습효과와 수업만족도를 높였다. 또한 전통적 교수자 주도의 강의식 수업에 비해 PBL 수업에서 이루어졌던 학습의 양이 더 많은 것으로 보고되었다. 또한 학생들이 학습을 위해 참고하는 자료들의 종류와 그 범위가 다양해진 반면 많은 정보를 효율적으로 조직화하고 소화하는 체계적인 학습에는 한계가 보였다. 외국인 학습자가 포함된 환경에서 이루어진 PBL은 외국인 학습자에게나 내국인 학습자에게나 전반적으로 긍정적인 학습경험인 것으로 나타났다. 본 연구는 PBL 설계과정과 실제 운영과정에 대해 상세히 기술하고, 운영에서 드러난 한계점에 대하여 논하며, 덧붙여 대학에서의 성공적인 PBL 설계 및 운영에 대한 제안을 하였다.
Abstract
This study reports in detail how ‘International Trade’ course for undergraduate students was redesigned into problem-based learning and provides instructor's weekly records of the course implementation. Compared with the traditional lecture-based instruction of the same course, the attitudes of the students and the instructor toward instruction and learning were positively changed in PBL. Through instructor's direct observation, documents analysis of students' reflective journals and course evaluation data, the students showed more engagement in learning. The students actively participated in discussion and collaborative problem solving activities. The students processed much more and diverse information to solve the given problem in the PBL course than in the traditional instructor-centered courses. However, their information process and organization skill was not so satisfactory that instructors' appropriate support was required. This article describes the process of redesign of the case course and also reports limitations in a given context. Finally, several suggestions to be considered for successful PBL courses in colleges were presented.
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