대학 기초글쓰기 교과목의 PBL 적용 수업 사례 및 효과 탐색

Abstract

Objectives This study aims to explore the effectiveness of PBL on basic writing courses in college with an introduction to a case study of PBL writing classes as an alternative to improve creative problem-solving ability with writing skills.
 Methods For 243 university students in Gyenggi-do, PBL classes were operated for 7 weeks out of 15 weeks of basis writing courses non-face-to-face and face-to-face in the 2nd semester of 2021 and the 1st semester of 2022, respectively. With the detailed report of the class cases that carried out the two projects, the students' reflection journals, self-evaluation and peer evaluation, and the survey on the effectiveness of PBL classes, including the final lecture evaluation, were analyzed quantitatively and qualitatively.
 Results As a result, almost all the students reported that they became to have a positive attitude toward writing through empirical learning by establishing an intimate cooperative relationship, recognizing problems to be solved in the context of their lives, and deriving solutions by connecting theory and practice while working on the projects. They also showed very high satisfaction with the PBL classes.
 Conclusions As an alternative to lecture-style classes that can make students familiar with passive learning participation, PBL classes need to be highly considered because PBL is key to creating an organic learning community that fosters problem-solving and communication skills, which can be attained through various scaffolding strategies and multimedia tools that promote self-directed learning, communication, and collaboration.