프로젝트 기반 학습 적용 교양수업 사례 연구‒성찰저널 및 사후설문 분석을 중심으로‒

Abstract

This study is based on the results of the application of Project-based learning for 5 weeks from 11 to 15 to the liberal arts class, ‘Japan viewed as Media.’ The project proceeded to the team building, task selection, planning, performance, presentation, evaluation, and post-questionnaire stages. First, there were 35 students who participated, and in the 11th week, the focus was on practicing the attitude of respecting and accepting each other’s opinions in the team building and deciding on tasks. The team was formed by evenly mixing departments, grades, and gender. Next, from the 12th to the 14th week, role sharing and data research were conducted as the progress stage of the full-fledged project. In order to induce active participation of students, monitors, whiteboards, idea boards, and post-it were provided so that there was no difficulty in ‘communication’. Next, in the 15th week, peer evaluation and post-survey were conducted with time to present the completed project. As a result, it was found that most students had sufficiently achieved the project’s performance and had a positive evaluation of their colleagues on the same team. In addition, they responded that they were quite satisfied with the team activities and that they could apply what they learned through team project activities in other activities. Finally, the overall satisfaction level of the “Japan viewed through media” class is that 28 out of 35 students are “very satisfied” and 5 are “satisfied.” Knowing the overall contents of Japan in the first half of the class and consistently continuing the contents and activities of the lecture as a team project in the second half seems to have been a good factor. Finally, the result of the project was not simply a project submission, but it was guided to use “learning” as “sharing” by applying for a contest or uploading it to personal SNS.