역량기반수업활동이 대학생의 소통 및 창의역량에 미치는 영향

Abstract

Objectives University operated a competency-based curriculum for the purpose of straightening learners’ competency, but the mechanism by which competency change ultimately occurs has not been specifically revealed. Therefore this study set up a sequential mediation model in which competency-building class activities in liberal arts education affect communication competency and creative competency through the learner’s class satisfaction and learning participation, and tried to test the causal relationship between them. Methods For the purpose of the study, a survey was conducted among students who took liberal arts courses that operate a competency-based curriculum. A total of 120 students participated in the study, were consisted even distribution by gender and grade. Basic statistical analysis were conducted using SPSS 26.0 to examine the reparations and distribution between variables and sequential mediation effects analysis were performed using Model 6 of PROCESS Macro 4.2v. developed by Hayes. Double mediation significance was tested bootstrap pin sampling 5,000 times. Predict variables are competency-based lecture activities, outcome variables are communication and creative competency, and parameters are class satisfaction and learning participation. Results First, the research variables showed a positive correlation with each other. Second, competence-based class activities statically predicted communication competency and creative competency, respective, through class satisfaction and learning participation. The sequential mediation index was statistically significant. Conclusions Competent talents required by society are those who effectively interact with others in the problem-solving situation of a knowledge-based society and use their knowledge in various ways to solve problems. Such competencies can be cultivated through competency-based teaching activities in liberal arts education. However, what is important is not a simple competency-based teaching activities, but the teaching activities should enhance class satisfaction by increasing integration with learners, and this process implicate that it is possible by inducing students’ initiative participation in learning.