초록

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Abstract ▼ AI-Helper

This research paper analyzes several cases of university’s “communication education” which were done through the Problem-Based Learning (PBL) method. The PBL method which is primarily organized by self-directed learning and team learning has applied to one of university’s liberal arts programs suc...

This research paper analyzes several cases of university’s “communication education” which were done through the Problem-Based Learning (PBL) method. The PBL method which is primarily organized by self-directed learning and team learning has applied to one of university’s liberal arts programs such as “Conversation and Negotiation” class, which is designed to upgrade students’ ability of communication and problem solving, to enhance its educational performance. Based on this experience, this paper critically looks through the pros and cons of PBL classes. By analyzing outputs of PBL and course evaluation of students through a qualitive analysis, I think about some considering points when PBL methods are applied to communication education. As a role of teacher, especially in PBL classes, I pay attention to the importance of coaching and emphasize the necessity of expanding it throughout the learning activities. Through the case analysis, this paper examines that self-coaching (learners introspect their own learning) and peer-coaching (peers facilitate interaction of group activity) are more important in communication education than in traditional one-sided lectures. This paper also examines an important point that the communication education through PBL can be more effective when PBL is combined with teachers’ positive coaching processes like making systematic learning module, supporting learning resources, and motivating students.

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