온라인 대학 글쓰기 교육과 자기주도학습

Abstract

Due to the coronavirus pandemic (COVID-19), the university implemented nonface-to-face classes to prevent class loss and maintain stability despite quarantine. In a situation where online classes are becoming routine, it is important to study the efficacy of classes. Self-directed learning process is essential for writing efficacy. Self-directed learning refers to an active learning process in which students take the initiative to acquire knowledge. This study is important as a proactive learning process must be premised for online classes. Writing classes involve a self-direction since it is required for the completion of a piece of writing. However, students feel the burden of communication, and the instructor feels the burden of a large number of people. This was found to be a phenomenon in which learning management was hindered and a sense of isolation deepened. Self-directed learning activities in online classes were established as a process of mutual cooperation through step-by-step learning goals and group meetings. This, in turn, strengthened deep knowledge of specific subject areas and the knowledge of social context. The survey also showed similar results. Students showed a sense of achievement in the process of mutual cooperation and problem solving. Self-directed learning is not an outcome that must be accomplished alone. Self-directed learning becomes possible when combined with problem-solving team work based on respect.