대학 교양수업에서 프로젝트 기반 학습의 팀 성취도 및 학습만족도에 영향을 미치는 요인 규명

Abstract

Objectives This study aimed to investigate the impact of task authenticity, team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness on learners' perceived team achievement and learning satisfaction in project-based learning within a university general education class. This research sought to understand the factors that contribute to learners successfully and satisfactorily carrying out projects.
 Methods The study involved 138 students who participated in a six-week project-based learning program as part of a general education course at a 4-year university in Seoul. Following the completion of the project-based learning, a survey was conducted to assess five predictor variables and the dependent variables. Multiple regression analyses were employed to explore the relationships between the predictor variables and perceived team achievement as well as learning satisfaction.
 Results The perceived team achievement was significantly predicted by team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness. However, task authenticity was found to be non-predictive. The predictive power for perceived team achievement was highest for team composition satisfaction, followed by instructor role satisfaction, evaluation appropriateness, and appropriateness of task burden. Learning satisfaction was significantly predicted by team composition satisfaction and instructor role satisfaction. On the other hand, task authenticity, appropriateness of task burden, and evaluation appropriateness were found to be non-predictive. The predictive power for learning satisfaction was highest for team composition satisfaction, followed by instructor role satisfaction.
 Conclusions To enhance team achievement and learning satisfaction in university general education classes with project-based learning, it is most effective to elevate team composition satisfaction. Increasing satisfaction with the instructor's role can also enhance both team achievement and learning satisfaction. Finally, applying diverse evaluation methods and maintaining an appropriate level of task burden have been shown to contribute to the improvement of team achievement.