Earticle

초록

영어

Team-Based Learning is a relatively new educational approach in which learning occurs in three phases. Team-Based Learning is so named because in the second and final phase (e.g., team test, written appeals from team, small group assignment etc.), students are organized into teams to participate in a classroom Team-Based Learning session. Team-Based Learning is rapidly gaining acceptance among educators because it allows learners to focus on understanding how to apply concepts and theories, as opposed to just learning about them. Team participation encourages ownership, responsibility, and motivation. Furthermore, this approach provides team members the opportunity to evaluate each others contributions. But Team-Based Learning's effectiveness in the field of education has not yet been studied in great detail. More time and data gathering is needed to fully assess the impact of this system on resident education. For the first approach of this strategy, We referred theoretical principles and components of Team-Based Learning and limits of existing team learning and mentioned Team-Based Learning as its complement

목차

교수자가 팀으로 구성하여 학습자의 학습활동을 유도한다고 모두 효과적인 교수활동이 되는 것은 아니다. 교수자는 교수자의 팀 활동에 대한 구조화된 교수 설계와 구체적인 교수 과정에 대한 계획을 통해서만이 의도한 교수목표를 달성할 수 있다. 또한 평가의 경우, 팀 활동을 통해 얻게 되는 공통된 팀 성취는 평가 상의 불공평을 야기할 수 있고 이는 학습자의 동기를 저하시켜 팀학습에 대한 반감과 성취 저하라는 결과를 가져올 수도 있다. 따라서 팀 단위의 교수․학습 전략이 효과적이기 위해서는 이와 같은 측면을 보완할 대안적 방법이 필요하다. 팀 기반 학습은 동료 학습자들과 지식과 기술을 공유할 수 있는 집단활동을 제공함으로써 교수․학습의 효과를 극대화하는 전략이다. 그러나 팀 기반 학습에 대한 효과성과 그 한계점에 대한 탐색은 미비한 상황이다. 따라서 본 연구에서는 팀 기반 학습이 그러한 대안적인 교수․학습 방법으로 활용 가능한 지를 파악하기 위해 먼저 팀 기반 학습의 효과성과 그 한계를 탐색하고 대안적인 팀 기반 학습 모형 개발을 위한 시사점들을 제안하고자 한다.

키워드

저자

• 조형정 [ Cho, Hyung-jung | 고려대학교(Korea University) ]
• 이영민 [ Lee, Young-min | 숙명여자대학교(Sookmyung Women's University) ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  교육종합연구 [The Journal of Educational Research]

• 간기

  계간

• pISSN

  1738-351X

• 수록기간

  2003~2021

• 십진분류

  KDC 370 DDC 370