한국 대학생과 중국 유학생의 공감학습 요구분석

Abstract

Objectives The purpose of this study is to present the concept of empathic learning that develops the cognitive, emotional, and attitudinal areas in a balanced manner based on the learner's self-empathy, and to understand the perceptions of korean college students and Chinese international students about empathic learning. In addition, this study is meaningful in establishing a framework for the theoretical foundation of future empathic learning programs by identifying field needs that reflect the concept of empathic learning.
 Methods A survey was conducted using an Empathic Learning questionnaire among 193 Korean university stu-dents and 210 Chinese exchange students enrolled in 4-year universities located in Busan, South Korea. The questionnaire consisted of a total of 45 items, divided into cognitive, emotional, and attitudinal domains, with 15 questions in each category. Quantitative data collected was analyzed using paired sample t-tests to examine dif-ferences between importance levels and implementation levels. Additionally, using Borich's demand level and LF model, items with consistently high demand across all domains were identified.
 Results The overall reliability of the entire questionnaire was found to be .965. Korean college students showed a high demand for the cognitive domain (7 items), emotional domain (1 item), and attitudinal domain (7 items). Upon reviewing the items, it was evident that the cognitive domain included content related to understanding learning material, setting and implementing learning goals and plans, and reviewing the learning process. The emotional domain included strategies for transitioning into a positive mood while studying. The attitudinal domain encompassed self-motivation for learning, attaching meaning to the learning process, and having confidence in one's learning abilities. Chinese international students exhibited a high demand for only 5 items within the cogni-tive domain. Specifically, these items were related to understanding learning objectives and areas of interest, as well as assessing comprehensible and proficient sections.
 Conclusions Firstly, Korean college students appear to recognize the importance of cognitive and attitudinal do-mains in learning, even though their actual execution in these areas may be somewhat lacking. However, they seem to have a limited understanding of the significance of the emotional domain. Secondly, Chinese international students exhibited a high demand for the cognitive domain, particularly in areas related to learning objectives and understanding learning content. However, it's notable that they do not seem to fully grasp the importance of emo-tional and attitudinal factors. Thirdly, both groups of students displayed low awareness regarding the emotional domain. Therefore, it is necessary to develop and implement programs that consider the specific demands of the target audience, focusing on cognitive and attitudinal domains. Additionally, it is essential to incorporate programs aimed at nurturing emotional intelligence to help students experience the joy of learning.