영어과 예비교사를 위한 전공 글쓰기 역량 강화 방안: 온라인 PBL을 활용한 내용 중심의 영어 쓰기
Developing disciplinary writing proficiency of pre-service English teachers: Wring-to-learn through online PBL
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초록
This case study describes the procedures involved in planning and implementing a problem-based learning (PBL) course for pre-service English teachers. Specifically, the study offers accounts of how PBL was realized in an online English writing course with the web-based learning platform, Blackboard. The learning management system (LMS) has various features that allow classroom teachers to develop short writing tasks, group discussion tasks, reflection journal assignments, and timed writing tests. This study reports how writing was used to facilitate discipline-specific problem-solving in a content course for pre-service English teachers. The study also describes how the participants (n=27) experienced content-based writing and problem-based learning based on their reflection journals and responses to the questionnaire. The findings indicate that online PBL promoted the process of learning and that the participants showed a relatively positive reaction to the disciplinary writing practice supported by the Blackboard LMS. The students reported that writing-to-learn through online PBL helped them acquire content knowledge and practice and develop critical thinking, problem-solving, collaborative learning, and writing skills. This study has meaningful implications for writing teachers who plan to implement the writing-to-learn approach in their online PBL courses.
Abstract
This case study describes the procedures involved in planning and implementing a problem-based learning (PBL) course for pre-service English teachers. Specifically, the study offers accounts of how PBL was realized in an online English writing course with the web-based learning platform, Blackboard. The learning management system (LMS) has various features that allow classroom teachers to develop short writing tasks, group discussion tasks, reflection journal assignments, and timed writing tests. This study reports how writing was used to facilitate discipline-specific problem-solving in a content course for pre-service English teachers. The study also describes how the participants (n=27) experienced content-based writing and problem-based learning based on their reflection journals and responses to the questionnaire. The findings indicate that online PBL promoted the process of learning and that the participants showed a relatively positive reaction to the disciplinary writing practice supported by the Blackboard LMS. The students reported that writing-to-learn through online PBL helped them acquire content knowledge and practice and develop critical thinking, problem-solving, collaborative learning, and writing skills. This study has meaningful implications for writing teachers who plan to implement the writing-to-learn approach in their online PBL courses.
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