PBL기반 팀활동 수업에서 대면･비대면 학습에 따른 학습역량 분석
Analysis of Learning Competence according to the Contact·Untact Learing in the Team-activity Class based on PBL
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This study conducted and evaluated the PBL-based team activity classes in contact and untact learning. Appropriate subject (Engineering communication) was also selected and evaluation methods were improved. In the qualitative evaluation results, in contact learning, similar score ranges were formed for each task, and the variability of scores for each task was not large. In untact learning, the difference in scores for each task was rather large, and the variability of scores for each task was large, indicating a large difference between teams that performed well and teams that did not. In the quantitative evaluation, contact learning showed a little low grades, but untact learning showed relatively high grades, but there were limitations in showing the conclusion that the untact learning effect was very good. As a result of the survey, there were more positive responses to the degree of understanding of the class conducted online, thedegree of help to improve competence, and the team activity. However, if untact learning continues, it was analyzed that it is necessary to prepare appropriate measures to enhance learning effects and efficiently conduct team activities.
Abstract
This study conducted and evaluated the PBL-based team activity classes in contact and untact learning. Appropriate subject (Engineering communication) was also selected and evaluation methods were improved. In the qualitative evaluation results, in contact learning, similar score ranges were formed for each task, and the variability of scores for each task was not large. In untact learning, the difference in scores for each task was rather large, and the variability of scores for each task was large, indicating a large difference between teams that performed well and teams that did not. In the quantitative evaluation, contact learning showed a little low grades, but untact learning showed relatively high grades, but there were limitations in showing the conclusion that the untact learning effect was very good. As a result of the survey, there were more positive responses to the degree of understanding of the class conducted online, thedegree of help to improve competence, and the team activity. However, if untact learning continues, it was analyzed that it is necessary to prepare appropriate measures to enhance learning effects and efficiently conduct team activities.
참고문헌 (20)
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