韓国語母語話を対象にしたピアㆍラーニングにおけ るペアおよびグループ内の問題の実態と学習意識 - インタビュー調査を中心に -

이시즈카 켄 동북아시아문화학회 2016 동북아 문화연구 Vol.1 No.48

Peer learning that focuses on writing and reading has been introduced in Japanese education and implemented in various learning environments. Through various studies, the method has proved its effectiveness on learning and is now widely used and accepted. Peer learning has several pros so is recognized as a learning concept that should be adopted in many areas, not only in English and Japanese education. However, it does not mean that peer learning does not have issues. Issues related to cooperative learning since peer learning was first introduced in Japanese education are still unresolved. Even though successful examples have been introduced in actual practice, the method does not necessarily proceed ideally in the classroom. Studies so far have dealt with some problems in peer learning. However, most of them are limited to speculation from teachers, but only a few are from learners’ perspectives, who are the principle actors in learning. Attention has not been drawn to the state of mind of actual learners, the kinds of problems that occur in peer learning, the quality of effort learners put in, and what measures have been taken to solve these problems. Qualitative research is required to identify in detail the real conditions of peer learning. Therefore, through an interview survey, the kinds of specific problems that occur have been analyzed. Also, research has been conducted into the kinds of effort learners put in to overcome issues when they arise. At the same time, Ishizuka(2016)’s questionnaire survey was conducted for the purposes of confirmation and review. The results of the questionnaire survey were almost the same as those of Ishizuka(2016). However, problems in learner pairs and groups remain unresolved. In the interview, advanced learners and beginners generally gave different answers. Learners pointed to willingness to participate and differences in the language levels of partners or group members as the most difficult hurdles. When forming groups, teachers need to consider intimacy between participants as well as an appropriate balance in language skills between learners. As a result of this questionnaire survey, problems associated with peer learning that learners experience and the real mindset of students have become specific and clear. Peer learning assessment has stood out as a task to be completed, but I aim to find an effective way to improve this teaching method through actual research.

韓国語母語話者を対象にしたピア·ラーニングにおけるペアおよびグループ内の問題の実態と学習者意識

石塚健(Ishizuka Ken) 동북아시아문화학회 2016 동북아 문화연구 Vol.1 No.48

Peer learning that focuses on writing and reading has been introduced in Japanese education and implemented in various learning environments. Through various studies, the method has proved its effectiveness on learning and is now widely used and accepted. Peer learning has several pros so is recognized as a learning concept that should be adopted in many areas, not only in English and Japanese education. However, it does not mean that peer learning does not have issues. Issues related to cooperative learning since peer learning was first introduced in Japanese education are still unresolved. Even though successful examples have been introduced in actual practice, the method does not necessarily proceed ideally in the classroom. Studies so far have dealt with some problems in peer learning. However, most of them are limited to speculation from teachers, but only a few are from learners’ perspectives, who are the principle actors in learning. Attention has not been drawn to the state of mind of actual learners, the kinds of problems that occur in peer learning, the quality of effort learners put in, and what measures have been taken to solve these problems. Qualitative research is required to identify in detail the real conditions of peer learning. Therefore, through an interview survey, the kinds of specific problems that occur have been analyzed. Also, research has been conducted into the kinds of effort learners put in to overcome issues when they arise. At the same time, Ishizuka(2016)’s questionnaire survey was conducted for the purposes of confirmation and review. The results of the questionnaire survey were almost the same as those of Ishizuka(2016). However, problems in learner pairs and groups remain unresolved. In the interview, advanced learners and beginners generally gave different answers. Learners pointed to willingness to participate and differences in the language levels of partners or group members as the most difficult hurdles. When forming groups, teachers need to consider intimacy between participants as well as an appropriate balance in language skills between learners. As a result of this questionnaire survey, problems associated with peer learning that learners experience and the real mindset of students have become specific and clear. Peer learning assessment has stood out as a task to be completed, but I aim to find an effective way to improve this teaching method through actual research.

간호대학생의 동료교수활동이 자기주도학습능력에 미치는 영향

정인숙(Jung, In Sook) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.6

본 연구는 간호대학생의 동료교수활동이 자기주도학습능력에 미치는 영향을 알아보고자 수행된 원시실험연구로, 2019년 9월 7일부터 2019년 12월 11일까지 C도 소재 일개 대학교 간호학과 2학년 학생 66명을 대상으로 수행되었다. 수집된 자료는 빈도와 백분율, 평균과 표준편차, 대응표본 T-검정을 이용하여 분석하였다. 연구결과 자기주도학습능력은 대상자들이 동료교수자와 동료학습자로서 수행한 12회의 동료교수활동 후 유의하게 증가하였으며(t=5.288, p<.001), 자기주도학습능력의 하위영역인 학습계획, 학습실행 및 학습평가도 각각 유의한 증가를 보였다(t=5.403, p<.001; t=2.453, p=.017; t=3.387, p<.001). 또한, 대상자들이 실험 처치 후 동료교수활동에 대해 자유형식으로 서술한 보고에 의하면, 강의만으로 진행되는 수업과는 달리, 동료교수활동을 적용한 수업에서 자기주도학습능력의 하위영역 및 하위요소들에 증가가 있었고 학습욕구의 증진과 학습자원 탐색 및 다양한 학습전략을 적용하는 능력이 증가되어, 동료교수 활동은 간호대학생들의 자기주도학습능력을 향상시켰음을 암시한다. 본 연구를 대상자 수와 범위를 확대한 반복연구 후 간호교육프로그램 개발에 적용할 것을 제언한다. The purpose of this primitive experimental research was to find the effect of peer tutoring activities on self-directed learning ability among nursing students. The subjects were 66 sophomore students in one university of C province. Data was collected from September 7th, 2019 to December 11th, 2019. The collected data were analyzed with frequency and percentage, mean and standard deviation, and matched pair T-test using SPSS/WIN 21.0. As a result of the study, 12 peer-tutoring activities conducted by the subjects as peer-tutors and peer-learners increased their self-directed learning ability significantly(t=5.288, p<.001). There were significant increases in learning plan, learning execution, and learning evaluation, which are sub-areas of self-directed learning ability(t=5.403, p<.001; t=2.453, p=.017; t=3.387, p<.001). Subjects freely described on their peer-tutoring activities as experiment treatments, there were many possible differences in peer-tutoring activities from general lecture classes. It suggests that there were increases in sub-areas and sub-elements of self-directed learning, and it promoted learning desire, explores learning resources, and increased the ability to apply various learning strategies. Finally, it suggests that peer-tutoring activities improved the self-directed learning ability of nursing students. This study could be used in developing nursing educational programs after repeated studies with expanding the number and range of subjects.

협력학습 기반 수업에서의 동료평가에 대한 수업 만족도 분석

정선경,박남수 중소기업융합학회 2022 융합정보논문지 Vol.12 No.3

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience. 본 연구의 목적은 협력학습 기반 수업에서의 동료평가에 대한 수업 만족도를 분석하는 것이다. 협력학습 기반 수업에서 동료평가를 위한 수업 절차 설계, 동료평가 유형과 문항 개발, 동료평가 실시, 수업만족도 조사 및 분석하여 교육적 시사점을 도출하고자 하였다. 연구대상은 문제중심학습과 프로젝트 기반 수업으로 선정된 협력학습 기반 수업 참여자를 대상으로 하였다. 협력학습 기반 수업에서의 동료평가에 대한 수업 만족도는 수도권 소재 A대학에서 협력기반 수업 참여자 168명을 대상으로 설문조사를 진행하였다. 연구도구는 동료평가를 위한 협력학습 절차는 팀 구성, 과제 수행 계획, 과제수행, 중간평가, 과제 수행 완료, 발표 및 평가, 자기평가로 설계하였고, 동료평가는 팀내. 팀간 평가로 유형화 하였고, 단계별 동료평가 문항을 설계하였다. 동료평가 문항의 내용타당도는 전문가 12인의 CVR로 평정하였다. 연구결과에서 동료평가의 수업만족도는 평균 4.05(SD=.91)로 높게 나타났고 수업의 집중, 수업의 성실성, 자발성, 학습 분위기의 순으로 나타났다. 수업 만족도 수준 차이 검증 결과, 성별과 학년에서는 차이가 나타나지 않았으며, 수업 유형에서는 문제중심학습이 프로젝트기반 학습에 비하여 만족도 수준이 높게 나타났고 통계적으로 유의미하였다. 본 연구의 결과는 고등교육에서의 동료평가 적용 및 확대를 위한 수업설계와 운영의 시사점을 제공하는 데에 의의를 가진다.

ピア·ラーニングにおける教師の役割

石塚健 대한일어일문학회 2013 일어일문학 Vol.60 No.-

I made it clear what kind of claim about the role of teachers from research from the viewpoint of the role of the teacher in Peer Learning, are addressed Cooperative Learning, Japanese education, previous studies of Peer Learning in this paper. Research on the role of teachers in Peer Learning a lot, but that is summarized as research history is this paper’s first. First, I analyzed the role of teachers has been described in the field of Cooperative Learning as the role of the teacher in Collaboration Learning. “Development of learning environment” “Promote and Support” in Cooperative Learning of one of “Evaluation” is included as the role of teacher. It is a role to “Achieve a learning autonomous in task performance’s” also common to any claim, the spirit of Cooperative Learning of these is a great influence to Peer Learning in Japanese education it was found that you are. Subsequently, we analyzed the claims of some of the role of the teacher in Japanese education. Although not a direct mention of the role of teachers in collaboration learning but, in common with Collaboration Learning was seen many pointed out the role of each teacher. And, it is the study of the role of the teacher in Peer Response of Peer Learning then. And claims, Ikeda introduced into the Japanese education Peer- Response, and the practice of academic Japanese in addition to the claim of Kuroda and Matsuzaki, and that it take a look at the debate on the role of teachers in terms of teaching facilitation, and coating, I explored how the role of the teacher in writing education by cooperating or if it is being considered. In addition, I have also analyzed the role of teachers stated in the Practical Study of Jigsaw Reading and Peer Reading. Point that is common in the field of one is three “Development of learning environment,” “Support and promote” and “Evaluation”. And has also been found that it is a general view as represented by the file Series theta over , the role of the teacher is that is the role to help to teach the learner. What is covered in this paper is the first stage of the study of the role of the teacher in Peer Learning, in addition to the theoretical approach of this time, in addition to the results of the “Survey of learner” of the second stage in the future , it is expected that we consider a more comprehensive.

또래교수전략 기반 창의융합프로그램이 또래교사와 또래학생들의 융합인재소양과 학습동기에 미치는 영향

강소연,강경희 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.1

The purpose of this study was to investigate the effects of a peer tutoring based STEAM program on peer tutors and peer tutees' STEAM literacy and motivation to learn. Another purpose of this study was to examine middle school students' perception of on the program. The subjects of this study were 297 third graders attending of A middle school in J city. They were divided into 67 peer tutors and 230 peer tutees. The peer tutoring strategy is a method in which peers perform teacher and student roles in learning activities. The peer tutor group consisted of student support. After applying the program, which consisted of 14 learning topics, we measured the two group's STEAM literacy and learning motivation. In the results of a t-test on STEAM literacy, the group of peer tutors scored to be significantly higher than the peer tutees. In addition, there was a significant difference between the two groups in the t-test analysis of learning motivation, the peer tutors group showed a higher level than the peer tutees group. The results showed that the peer tutoring strategy has a positive effect on the cultivation of STEAM literacy and learning motivation. In particular, having students perform their own teaching activities was more effective. The two groups also showed a high level of interest and participation in their perception of the program. And in terms of the effectiveness of peer-feedback and the degree to which it helps to learn fusion knowledge, the group of peer tutors revealed a higher level than the peer tutees. 이 연구는 또래교수전략을 활용한 창의융합프로그램이 또래교사와 또래학생들의 융합인재소양과 학습동기에 미치는영향을 알아보는 것이다. 또한 이 프로그램에 대해 이들이 어떻게 인식하는지 살펴보는 것이다. 이 연구의 대상은J시 소재 A중학교 3학년 학생 297명이다. 또래교수전략은 또래교사와 또래학생이 각각 교사와 학생 역할 활동을수행하면서 학습을 진행하는 방식이다. 또래교사 집단은 67명, 또래학생 집단은 230명이다. 또래교사 집단은 학생들의지원으로 구성되었다. 14개의 학습주제로 구성된 프로그램을 적용한 후 두 집단의 융합인재소양과 학습동기를 조사하였다. 융합인재소양에 대한 t-test 분석 결과 또래교사 집단이 또래학생 집단보다 유의미하게 높은 것으로 나타났다. 또한 학습동기에 대한 분석 결과에서도 또래교사 집단이 또래학생 집단보다 높은 수준을 보였고, 두 집단 간 차이는유의미한 것으로 나타났다. 이 결과는 또래교수 전략이 중학생들의 융합인재소양과 학습동기에 긍정적인 영향을미친다는 것을 보여주는 것이다. 특히 학생들이 교수활동을 직접 수행하는 경험이 더 큰 효과를 나타내었다. 또한프로그램에 대한 인식 조사에서는 흥미도와 참여도가 두 집단 모두 높은 결과를 보였다. 동료피드백의 효과와 융합지식학습에 도움을 주는 정도 등의 측면에서는 또래교사 집단이 또래학생 집단보다 더 높은 수준을 보였다.

University Students’Experiences of Peer-Assisted Learning (PAL) and Its Effect on Their Academic Achievement

이신웅 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.2

The main purpose of the study was to explore university students’ experiences in two different types of learning contexts (peer-assisted learning vs. teacher-led instruction) in an English-medium course and to see whether there was an effect of peer-assisted learning on their academic achievement. Seventy nine students in two English grammar classes at a university located in Seoul participated in the study. The students in one class had a 45-minute-long peer tutoring session in a group of 4 or 5 every week totalling 12 sessions, while the other class did not receive peer tutoring treatment. At the end of the semester, a survey on the students’ experiences was administered in the two classes and an in-depth semi-structured interview was conducted to explore the students’ experiences. In addition, the academic achievement in the two different learning contexts were compared and tested using analysis of covariance (ANCOVA) to see if there was any effect of peer tutoring treatment. The results of the study indicated that the students usually had more positive experiences in +PAL context than in -PAL context in general and there was a significant effect of peer tutoring on their academic achievement. In relation to the students’ experiences, five themes were identified: community of learning, language proficiency, feedback and knowledge reconstruction, teaching as a learning strategy, and work overload.

컴퓨터 실습수업에서 동료지도학습이 학업성취도와 학습흥미도에 미치는 영향

김창희(Chang-Hee Kim) 융복합지식학회 2018 융복합지식학회논문지 Vol.6 No.1

본 연구는 컴퓨터 실습수업에서 동료지도학습을 할 때와 기존의 교수 학습자 방식을 했을 때를 구분하여 학업성취도와 학습흥미도에 미치는 영향에 관한 연구이다. 동료지도학습은 학습체계가 개인별 능력을 고려하지 않고 일률적인 학습으로 인해 학습의 흥미를 잃은 학습자에게 도움을 주는 학습법으로 학습자의 능력에 따른 개인 간의 차이가 큰 컴퓨터 실습수업에 적합한 학습법이다. 두 집단 중 실험 집단에서는 사전 학업성취도 조사를 통해 동료지도자와 동료학습자를 나눠서 동료지도학습을 진행하였고, 통제집단은 일반적인 학습을 진행하였다. 사전 · 사후 검사를 통하여 동료지도학습이 학업성취도와 학습흥미도 향상을 가져오는 것을 보았다. 향후 이 연구를 바탕으로 동료지도학습자의 동료지도자와 학습자를 다양한 방법으로 분류하여 분석하는 것이 필요할 것으로 생각된다. This study is to investigate the effect of peer tutoring on computer learning and academic achievement and learning interest by distinguishing between teaching and learning methods. Peer guidance learning is a learning method that helps learners who have lost interest in learning due to uniform learning without consideration of their individual ability. It is a suitable learning method for computer training classes where there is a large difference between individuals according to their ability. In the experimental group, the peer leader and the fellow learner were divided into the peer group learning through the advance learning achievement survey, and the control group conducted general learning. Through the pre - test and the post - test, we showed that peer guidance learning leads to improvement of academic achievement and learning interest. Based on this study, it would be necessary to classify and analyze peer leaders and learners of peer instruction learners in various ways.

미래학습에서의 Learning by Teaching 적용가능성

최효선,Choi, Hyoseon 연세대학교 의과대학 2021 의학교육논단 Vol.23 No.1

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

教養初級日本語クラスにおけるピア・ラーニングの一考察 -学習者の学習意識の変化に焦点をあてて-

구라모치 카오루 한국일어교육학회 2018 일본어교육연구 Vol.0 No.43

This study was carried out as collaborative learning (peer learning) to understand its effectiveness, especially in terms of the change of learners attitude and awareness Different kinds of analytical data obtained from 2 semesters were used and based on them following results were obtained. Learners worked naturally in teaching and helping each other while practicing with the members, they were accustomed to activities pointed out and identified wrong things. As a result, learners who "affirm the group learning" and "voluntarily participate in the class and act" increased, and contradicted to the "group learning is inequality" and "likes to learn personally." It is evident that peer learning is an effective learning method. Furthermore, by creating a sense of solidarity and unity in each group, the atmosphere of the whole class was also active and bright, and the attitude of such learners has led to the formation of a sense of solidarity for the entire class. The quantitative and the qualitative survey of the peer learning described in this research shows “a change from competitive learning to cooperative learning,” “a sense of solidarity and unity amongst the members,and ”a change from passive to active study”. Furthermore, it can be said that“attitudes of learners regarding the grades,and ”awareness of group learning“ had changed. In conclusion, the effect of collaborative learning was seen as a result of peer ·learning conducted in this paper. However, depending on the conditions of the educational setting, the aspect of collaborative learning changes drastically. Therefore teachers need to respond flexibly to each lesson and should manage collaborative learning. 本研究は教養初級日本語のクラスでピア・ラーニング(協働学習)を行い、どのような効果が見られたのか、 特に学習者の学習意識の変化から考察したものである。分析資料は2学期分の様々なデータであり、これらを基 に分析を行い、以下の結果を得ることができた。 学習者はメンバーと共に練習をする中で教え合いや助け合いを自然に行うようになり、間違ったことを指摘 し指摘される活動に慣れていった。そして結果的に「グループ学習を肯定」し「自発的に授業に参加し行動す る」学習者が増え、「グループ学習は不平等だ」「個人で学習することを好む」に対して否定的になり、「ピア・ ラーニング」を効果的な学習法だと認識するようになった。さらに、グループの連帯感や結束感が築かれるこ とで、クラス全体の雰囲気も活発で明るいものとなり、このような学習者の態度がクラス全体の連帯感形成へ と繋がっていった。 以上のように、本研究で行った量的調査と質的調査の結果から、本研究で取り上げたピア・ラーニングは 「競争的な学習から協力的な学習への変化」「メンバーの連帯感と結束感の確立」「受動的から能動的な授業へ の変化」さらに、「成績に対する学習者の姿勢」や「グループ学習に対する意識」に変化をもたらしたと言え る。 本論文で行ったピア・ラーニングは結果的に協働学習の効果が多く見られるものであった。しかし、教育現 場の条件によって、協働学習の様相は大きく変化するため、教師はそれぞれの授業に合わせて、臨機応変に対 応し、協働学習を設定しなければならない。