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대학에서의 팀 학습 활동에 대한 학습자의 평가

Learners' Evaluation on Team Learning Activities in College Education

최윤미
한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2010.11|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제22권 제4호|pp. 143-163|DOI 10.17927/tkjems.2010.22.4.143

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키워드

협동학습cooperative learning팀기반 학습team-based learning팀 학습team learningteamwork competency팀웍역량팀 학습 활동team learning activity
주제분류교육학

초록

이 연구는 최근 증가하고 있는 대학의 팀 학습 활동에 대한 학습자의 반응을 알아보는 것을 목적으로 하였다. 이를 위하여 팀 학습 활동에 관련된 이론과 선행연구를 검토하였고, 2009년 12월 서울 소재 4개 대학의 213명의 재학생으로부터 설문에 대한 응답을 얻었다. 팀 학습 활동에 대한 학습자의 반응은 ① 수업에 대한 전반적인 호감도, ② 수업의 체계성, ③ 교수자의 열의, ④ 수업 자료의 적절성, ⑤ 학습량의 증가 여부, ⑥ 시험과 과제물의 적절성, ⑦ 교수자의 학생에 대한 관심, ⑧ 학습의욕 증대 여부, ⑨ 지식습득 증대 여부가 학년, 수업내용, 수업규모에 따라 차이가 있는지를 통하여 평가하였다. 연구 결과, 학년에 따라 팀 학습 활동을 하는 수업에 대한 전반적인 호감도와 학습의욕 증대 여부에 차이를 보였고, 수업 내용에 따라 수업의 체계성과 학습의욕 증대 여부에 차이가 나타났다. 수업의 규모에 따라 수업에 대한 교수자의 열의, 시험 및 과제물의 적절성, 그리고 학습의욕 증대 여부에 대한 응답에 차이가 있는 것으로 나타났다. 이 연구는 대학교육에서 팀 학습 활동을 성공적으로 수행하기 위한 방향을 제시하였다는 점에서 의의가 있다.

Abstract

The purpose of this study was to understand learners' reactions toward team learning activities in college education. Students' evaluations on team learning activities were collected from four universities in Seoul, Korea in December, 2009. The items included in the student evaluation were evaluations on ① overall satisfaction toward the class, ② instructional methods, ③ instructor's enthusiasm, ④ instructional materials, ⑤ task load, ⑥ test and assignments, ⑦ instructor's attention to learners, ⑧ the level of motivation, and ⑨ the level of knowledge acquisition. The results demonstrated that the students' evaluations on team learning activities showed a significant difference in years of schooling when it came to overall satisfaction toward class and the level of motivation. The students' evaluation also revealed that there was a significant difference in instructional materials and the level of motivation according to the class contents. By the class size, instructor's enthusiasm, instructional materials, and the level of motivation showed a significant difference. Findings were discussed in terms of pedagogical implications on team learning activities in college education.

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