블랜디드 PBL을 위한 효과적인 학습 공간 활용 전략 연구 = Research on Effective Learning Space Using for Blended PBL

국문 초록 (Abstract)

본 연구는 학습자중심학습환경 모델인 문제중심학습(Problem Based Learning : 이하 PBL)을 블랜디드 학습으로 운영할 때 PBL의 각 과정이 어떤 공간에서 어떠한 방식으로 이루어지는 것이 효과적인지 탐색하는 목적으로 수행되었다. 형성적 연구방법론을 적용하여 온라인 공간과 면대면 공간을 함께 활용하여 PBL을 실행한 선행 연구 결과들로부터 두 공간의 활용 전략을 추출한 후 전략을 반영한 수업을 설계, 실행하고, 수업에 참여한 학습자들로부터 각각의 공간 활용에 대한 의견을 수렴하였다. 연구 결과 PBL 실행 시 문제해결을 위한 논의와 자료 공유를 위해 PBL 과정에서 온라인 공간을 활용하는 것은 시공간의 제약 없이 수업공간에 접근 가능, 자료의 집결 및 공유 용이, 문제해결을 위한 충분한 시간 확보, 교수자와의 친밀감 형성, 학습자들 간의 공동체적 유대감 형성에 더욱 효과적․효율적이었으며, 논의의 효율성 저하, 팀 토론 시 교수자 도움의 부재, 업로드 용량 부족 등의 제한점을 가졌다. PBL 실행 시 면대면 공간에서 PBL에 대한 소개, 초기 활동, 문제의 해결안 발표, 종합정리를 수행하는 것은 PBL에 대한 분명한 이해 도모, 학습내용의 정리 측면에서 효과적․효율적이었으며, 동일한 문제를 여러 팀이 발표함으로써 오는 지루함은 제한점으로 제시되었다. 따라서 블랜디드 PBL 실행 시 학습자들이 PBL에 익숙하지 않은 강좌 초기에는 팀 활동 시 온라인 공간과 함께 면대면 공간을 병행하여 활용하고 학습자들이 PBL에 익숙해진 이후에 온라인 공간을 주로 활용하는 것이 바람직하며 이때 교수자는 학습자들의 활동에 적극적인 피드백을 제공해야 할 것이다.

다국어 초록 (Multilingual Abstract)

In recent years blended PBL has been attempting to utilize the online learning environment to which some of PBL processes are applied. In blended PBL, learners are able to acquire more time and space in furthering their team discussion, problem identification, and team collaboration by eliciting or suggesting possible solutions. Learners, however, might feel over-loaded with additional activities or some of PBL processes, which were assigned to implement for online activities, resulting in improper learning PBL process. At this point, concerns on to what extent PBL and online learning space have to blend, and in what way they are utilized emerged as issues of significance. In this research, learning strategies that are mostly adopted in PBL and its problem solving process were implemented and reviewed in order to identify which strategies need to either overcome or strengthen. Those strategies were reviewed from the respect of online and offline activities. As results shown in the research, strength of blended PBL are easy access to online freed from time and space limits for sharing information and resources, as well as discussion on the problem emerged; sufficient time to available for problem solving over the class hour; and getting acquaint with professors through individual contact online. Things to overcome are inefficient and tedious time lags to discuss, professor\ s late response or little involvement, and the limited storage capacity for students to upload files. In implementing PBL, as for offline activities, strong are introduction to PBL activities which done in early stage, presentation of possible solutions drawn by each team, and review with evaluative comments. A thing to overcome is long and tedious student groups\ presentation on the identical issue for during the class. For the utmost utilization in blended PBL, learners enable to use online and offline appropriately. However, in early stage of the PBL most of students seemed to balance between online and offline for them to be accustomed with is needed. Once learners have experienced and acquainted with the blended PBL, using online more than offline seem to be effective on the condition of providing professors\ active feedback without delay.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌

참고문헌 (Reference)

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