Issues and Tasks of Lecture Pairing Design and Management through Analysis of Student Lecture Pairing Reports

Abstract

This paper analyzes a total of 25 lecture pairing reports to better plan a learner-oriented lecture pairing education and to draw implications for its operation. The reports were from the winners from the 1st and 2nd semesters of a 2021 contest conducted in the A subject of University D, which is implemented as a part of learner-centered convergence education, First, I classified the types of convergence shown in the lecture pairing reports into three types according to the contribution of the two subjects in the process of topic derivation in convergence, and then looked at their distribution. In addition, while analyzing the lecture pairing reports, the contribution of subject A to deriving the convergence theme was examined by classifying the contribution and role of subject A in the process of drawing conclusions of the report into upper, middle, and lower reports.<br/> As a result of the analysis of the reports of the contest winners, Type II, which raises a problem in subject A and seeks to find an answer in other paired subjects, occupied the highest proportion (56%) of students. Also, subject A had the lowest proportion and accounted for more than half (52%) of the students. Therefore, in the design of subject A in the future, first, instead of narrowing the scope of the theme covered by the subject, it is necessary that we deepen its contents. Through a meeting with professors in charge of major subjects and student presentations used in the award-winning lecture pairing reports, both learners and professors are given an opportunity to give feedback on the results of the report, giving professors <i>an proposed to have a feedback process</i> for self-directed convergence subject design. (I’m not sure if I understood this part, but did you mean: “This will give professors the necessary feedback which will help them in their process of designing a self-directed convergence subject).