[논문]학습공동체 프로그램 참여가 대학생의 의사소통능력 및 협동학습역량에 미치는 영향

조보람

doi:10.14400/jdc.2020.18.5.043

학습공동체 프로그램 참여가 대학생의 의사소통능력 및 협동학습역량에 미치는 영향
The Effect of Learning Community Program Participation on College Students' Communication Skills and Cooperative Learning Competency 원문보기

디지털융복합연구 = Journal of digital convergence, v.18 no.5, 2020년, pp.43 - 54

조보람 (경성대학교 교육혁신추진센터)

초록
AI-Helper

본 연구는 학습공동체 프로그램 참여가 대학생의 의사소통능력 및 협동학습역량에 미치는 영향을 알아보고자 하였다. 이를 위해 2018년 2학기에 A대학교 재학생 296명을 대상으로 사전·사후 설문조사를 실시하였고 SPSS를 사용하여 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 학습공동체 프로그램 참여가 대학생의 협동학습역량에 유의한 차이가 나타났다. 둘째, 하위요인별 분석에서는 협동학습역량의 학습참여, 학습만족도 요인에서 프로그램 전후 유의한 차이가 나타났다. 셋째, 학년별 차이를 살펴본 바, 2학년과 3학년에서 프로그램 전후 협동학습역량이 유의한 차이를 나타냈다. 넷째, 본 연구 결과를 바탕으로 학습공동체 프로그램 활동 및 후속 연구에 대한 시사점을 제안하였다. 본 연구는 대학에서 진행되는 학습공동체 활동이 대학생의 의사소통능력 및 협동학습역량에 미치는 영향을 분석하였고 학습공동체 활동의 체계적인 운영과 지원을 위한 실천적인 방안을 제시하였다.

Abstract ▼ AI-Helper

The purpose of this study was to investigate the effects of participation in the learning community program on the communication skills and cooperative learning capabilities of college students. To this end, in the second semester of 2018, pre and post surveys were conducted on 296 students at A University and analyzed using SPSS. The main research results are as follows. First, there was a significant difference in the participation of the learning community program in the cooperative learning capacity of college students. Second, in the analysis by sub-factors, there were significant differences before and after the program in the factors of cooperative learning competency learning participation and learning satisfaction. Third, the differences between grades showed significant differences between the 2nd and 3rd grades before and after the program. Fourth, based on the results of this study, suggestions were made for learning community program activities and follow-up studies. The results of this study analyzed the effects of learning community activities conducted at universities on the communication skills and cooperative learning capabilities of college students, and presented practical measures for the systematic operation and support of learning community activities.

주제어

표/그림 (14)

표 Table 1. Frequency of Survey Respondents (n=296)
표 Table 2. Learning Community Program Features
표 Table 3. Differences between the communication ability and the cooperative learning capacity according to participation in the program
표 Table 4. Difference test results by factors of communication ability and cooperative learning capacity
표 Table 5. Examination of pre-post differences in first year cooperative learning capacity
표 Table 6. Verification of preliminary post hoc differences in 2nd grade cooperative learning capacity
표 Table 7. Preliminary Post-Variation Verification by Factors of Second Grade Cooperative Learning Competency
표 Table 8. Verification of preliminary post hoc differences in 3rd grade cooperative learning capacity
표 Table 9. Verification of pre-post difference by factor of 3rd year cooperative learning capacity
표 Table 10. Verification of preliminary post hoc differences in 4th grade communication ability and cooperative learning
표 Table 11. Difference test results by factors of cooperative learning capacity and communication ability
표 Table 12. Difference test results by factors of cooperative learning capacity and communication ability according to participation in tutoring program
표 Table 13. Difference test results by factors of cooperative learning capacity and communication ability according to participation in BUP program
표 Table 14. Difference test results by factors of cooperative learning capacity and communication ability according to participation in 040 program

질의응답

핵심어	질문	논문에서 추출한 답변
	학습공동체는 무엇인가?	최근 대학에서는 학습자 의 정서적 역량을 향상시키기 위한 하나의 방법으로 학 습공동체 활동에 관심을 기울이고 있다. 학습공동체는 어떠한 학습목표에 대해 공통의 관심사를 지닌 학생이 모여서 자발적으로 팀을 구성하고 특정주제를 선정하여 학습을 하는 활동이다[3]. 학습공동체 활동은 학생들의 문제해결능력, 비판적사고력, 자기주도학습능력, 의사소통 능력 등을 키우는데 효과적이다[4].
	학습공동체 운영에 대한 비판적인 시각의 예는 무엇인가?	학습공동체 활동이 점점 증가하고 수업과 연계된 프로 그램 보다는 비교과 활동으로 점차 비중이 옮겨가고 있지만[3], 학습공동체 운영에 대한 비판적인 시각도 있다. 대표적인 예로는 형식적인 학습공동체 실행, 빈번한 중도 탈락의 문제, 활동에 대한 성과 및 질 관리 미흡 등을 들 수 있다[6]. 그러므로 대학에서는 학습공동체 활동의 체계적인 운영과 지원을 위한 방안을 고민하고 의미를 보다 분명히 해야 한다.
	학습공동체 활동은 어떤 장점이 있는가?	학습공동체는 어떠한 학습목표에 대해 공통의 관심사를 지닌 학생이 모여서 자발적으로 팀을 구성하고 특정주제를 선정하여 학습을 하는 활동이다[3]. 학습공동체 활동은 학생들의 문제해결능력, 비판적사고력, 자기주도학습능력, 의사소통 능력 등을 키우는데 효과적이다[4]. 또한, 학습공동체를 통한 학생들의 성공적인 학습경험은 긍정적인 자아개념 형성, 학습태도 개선, 학습동기 유발에도 영향을 준다[5].

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