Earticle

본 연구는 공학계열 대학생이 의사소통 교양 수업에서 생성형 AI와 협업하는 경험의 특성과 의미를 탐색하 였다. 이를 위해 지방 소재 A대학 1학년 교양필수 ‘발표와 토론’ 수업을 사례로 선정하고, 수업 관찰과 9명 의 학생을 대상으로 한 심층 인터뷰 자료를 주제 분석 기법으로 분석하였다. 그 결과, 학습자들은 생성형 AI를 단순한 정보 탐색 도구가 아니라 주제 탐색, 논거 구성, 토론 개요서 작성 전 과정에서 상호작용하는 인지적 파트너로 인식하고 있었다. 초기의 기대와 불신이 공존하는 경험은 생성형 AI 응답을 검토, 수정하는 전략을 강화하며 협업 방식을 정교화하는 계기로 작용하였다. 특히, 프롬프트의 구체화와 반복적 재질문은 협업의 질 을 좌우하는 핵심 기제로 나타났다. 이러한 협업은 토론 진입장벽을 낮추고 다중관점 탐색과 반론 대비를 촉진 하여 논증 설계를 확장하였다. 동시에 표현 부담 완화와 참여 자신감이 형성되는 한편, 오류 경험을 통해 최종 책임이 학습자에게 있음을 자각하였다. 본 연구는 생성형 AI 활용을 도구 사용이 아닌 인간-AI 협업 경험의 관 점에서 재해석하고, 공학교육 맥락의 토론 수업 설계에 시사점을 제공하였다.

This study explored the characteristics and meaning of engineering students' collaborative experiences with generative AI in a communication-focused liberal arts course. As a case study, a required first-year course titled Presentation and Discussion at a regional university was examined, and data from classroom observations and in-depth interviews with nine students were analyzed using thematic analysis. The findings revealed that students perceived generative AI not merely as an information-seeking tool but as a cognitive partner with whom they interacted throughout the entire process of topic exploration, argument construction, and discussion outline writing. The coexistence of initial expectations and distrust led students to strengthen strategies for reviewing and revising AI-generated responses, thereby refining their modes of collaboration. In particular, prompt specification and iterative re-questioning emerged as key mechanisms influencing the quality of collaboration. Such collaborative practices were found to lower entry barriers to discussion and to expand argument design by facilitating the exploration of multiple perspectives and counterarguments. At the same time, students experienced reduced expressive burden and increased confidence in participation, while error experiences prompted an awareness that ultimate responsibility for learning outcomes rests with the learners themselves. This study reinterprets generative AI use not as tool utilization but as a human-AI collaborative experience, offering pedagogical implications for the design of discussion-based instruction in engineering education.

본 연구의 목적은 병리학 교과목에 부분 적용한 학습자질문중심학습법이 간호대학생의 학습동기, 의사소통, 문제해 결능력에 미치는 효과를 파악하는 것이다. 일개 대학 간호학과 2학년 106명을 대상으로 단일군 사전사후 설계를 적용하여 본 연구를 수행하였다. 수집된 자료는 SPSS 20.0 프로그램을 활용하여 Wilcoxon-signed rank test로 분석하였다. 연구 결 과 학기 초에 비하여 학기 말에 의사소통과 문제해결능력이 유의하게 향상되었으며, 학습동기의 하위 항목인 주의력과 만 족도도 유의하게 향상된 것을 알 수 있었다. 본 연구 결과는 학습자질문중심학습법이 간호대학생의 의사소통과 문제해결능 력 향상에 효과적인 방법이 될 수 있음을 보여주었다. 앞으로 이와 같은 간호대학생의 핵심 역량을 계발하기 위해 다양한 전략이 융합된 교수학습방법의 개발 및 적용이 필요하다.

The purpose of this study was to examine the effects of student-generated questions (SGQs) partially applied in a pathology course on learning motivation, communication abilities, and problem-solving skills in nursing students. A one-group pretest-posttest design was employed to conduct this study with 106 nursing students taking the pathology course in a university-setting. Data were analyzed using a Wilcoxon signed-rank test in SPSS version 20. The results showed that communication and problem-solving skills were significantly improved at the end of the semester compared to the beginning. The findings imply that SGQs could be an effective means to improve nursing students’ skills of communication and problem solving. To equip nursing students with such core competencies, teaching-learning methods combined various strategies should be developed and applied to nursing education.

본 연구는 사회적 갈등이 심각한 현대 사회에서 비폭력대화 교육의 필요성을 강조하며, K 대학교의 <마음챙김과 비폭력대화> 교과목을 사례로 실행연구를 수행하였다. 이 교과목은 비폭력대화 교육에 마음 챙김의 관점을 융합함으로써, 메타인지 훈련을 강화하고 이를 통해 자 신과 타인에 대한 깊은 성찰과 공감을 촉진하는 것을 목표로 한다. 마 음챙김 기반의 비폭력대화 교육은 단순히 비폭력대화의 원리를 기술적 으로 이해하고 활용하는 것을 넘어서, 비폭력대화의 정신을 내재화하 고, 이를 통해 상호존중과 공감의 가치를 실천하는데 기여할 수 있다. 본 연구는 마음챙김 기반 비폭력대화 교육 모델을 제시하며, 이러한 접근을 통해 공감 능력과 의사소통 역량을 함양하기 위한 교육적 접근 을 탐구한다. <마음챙김과 비폭력대화> 교과목은 인간의 본성과 관계, 삶의 목적에 대한 관점의 전환을 강조하며, 마음챙김에 대한 인지적 이해 및 명상 훈련, 마음챙김 기반 비폭력대화 연습으로 구성되었다. 이를 통해 학습자들이 자신과 타인에 대한 공감적 감수성을 높이고, 자동적인 반응을 유발하는 조건화된 마음을 자각함으로써 갈등을 완화하고 평화로운 소통 역량을 함양할 수 있도록 설계되었다.

This study emphasizes the need for nonviolent communication(NVC) education in societies with severe social conflicts, and conducts an action research of the course “Mindfulness and Nonviolent Communication” at K University. By incorporating mindfulness perspectives in nonviolent communication, metacognitive training can be strengthened and used to deepen reflection and empathy for self and others. Mindfulness-based nonviolent communication training goes beyond simply understanding and using the principles of nonviolent communication technically, but can also contribute to internalizing the spirit of nonviolent communication and practicing the values of mutual respect and empathy. This study presents a model of mindfulness-based nonviolent communication education and explores pedagogical approaches to foster empathy and communication skills. The course, Mindfulness and Nonviolent communication, emphasized a shift in perspective on human nature, relationships, and life purpose, and consisted of cognitive understanding of mindfulness, meditation training, and mindfulness-based nonviolent communication practice, with a focus on building students’ capacity to develop empathic sensitivity toward themselves and others from the perspective of mindfulness-based nonviolent communication. The program was designed to help students develop the capacity to resolve conflicts and communicate peacefully based on awareness of the conditioned mind that causes automatic reactions.

본 연구는 이공계 특성화 대학 학생들의 핵심역량인 창의성을 함양하기 위하여 인문사회교양 과목인 “효과적인 커뮤니케이션” 과목을 재설계하여 수업을 진행한 후, 그 효과를 알아보았다. 또, 창의성의 개인차를 알아보기 위해서 성격유형, 창의 효능감, 성별, 나이, 학년 등의 변인들이 창의성 지수에 미치는 영향을 검토하였다. 한국의 이공계 특성화 대학 학생들이라는 맥락에서 창의성에 성별 차이가 있는지 또한 살펴보았다. 실험집단에 참여한 학생들은 이공계특성화 대학의 교양과목인 커뮤니케이션 수업을 수강한학생 50명이며 비교집단의 유효 참여자는 14명이다. 본 연구의 학습 성과는 창의성 측정도구인 TTCT 언어 검사를 사용하였다. 연구 결과, 역전학습 모델 커뮤니케이션 과목을 수강한 실험 집단 학생들의 창의력 지수가 수업전보다 유의미하게 높아져 커뮤니케이션 수업이 학생들의 창의성 계발에 도움이 된 것으로 나타났다. 창의력과 관련한상관관계 분석에서는 창의 효능감이 높을수록, 그리고 외향성이 높은 학생일수록 창의성 점수가 높은 것으로 나타났다. 또한 여학생들이 남학생들보다 창의성에서 더 높은점수를 보여주었으며 본 연구결과에 대한 교육적 함의를 논하였다.

The present study examined how a communication course adopting strategies for enhancing creativity affected to student's creativity. It explored correlations among personality, creative self-efficacy, demography, and creativity scores. The study also examined differences between males and females in their creativity in a Korean student context. Participants were 50 students (26 males and 24 females) who enrolled a creative communication course in a science and technology university. Participants represented a cross-section of academic years. Students participated in several surveys including OCEAN personality tests, self-efficacy test, demography and creativity test (Torrance Tests of Creative Thinking, TTCT). As a result, firstly, the program was effective for increasing creativity ability of the students. The sub-factors of creativity such as originality, fluency, and flexibility showed significant differences between pre- and post-tests. Second, extraversion and creative self-efficacy positively related to the level of creativity. The data revealed that female students showed higher total scores of creativity than male students’ creativity.

본 연구는 교양필수 인성 교과의 참여 학생들을 대상으로 인성 역량과 의사소통 및 대인관계 역량의 사전-사후 역량 차이를 분석함으로써 해당 교과의 역량 개발 효과성을 검증하고, 교과목의 두 목표역량과 하위요인 간의 관계를 알아봄으로써 인성 교과 설계의 효과성을 검증하고자 하였다. 이를 위해 J 대학교의 <인성과 소통> 교과목을 대상으로 교과목에 반영된 인성 역량 및 의사소통 및 대인관계 역량 의 이론적 배경을 살펴보고, 이 교과의 인성 설계 원리를 살펴보았다. 이 과목은 2024년 1학기에 J 대학의 충청과 경기지역 캠퍼스에서 운영되었으며, 1주차와 15 주차에 역량평가가 실시되었고, 수강생 211명이 응답하였다. 역량진단 도구는 J 대학교에서 개발된 대학 핵심역량 진단도구의 ‘인성 역량’과 ‘의사소통 및 대인관 계 역량’의 문항을 수정하여 사용하였다. 연구결과는 다음과 같다. 첫째, 이 교과목 을 수강한 학생들은 인성 역량과 의사소통 및 대인관계 역량의 모든 점수와 모든 하위 요소에서 유의미한 향상을 보여 역량 개발에 효과가 있는 것으로 나타났다. 둘째, 사전과 사후 모두 인성 역량과 의사소통 및 대인관계 역량 및 하위요인 간에 는 유의미한 상관이 있는 것으로 나타났다. 특히 의사소통 및 대인관계 역량은 사전의 경우 도덕성과 높은 상관을 보였지만, 사후에는 책임감과 높은 상관을 보였고, 인성 역량은 사전에는 자기표현과 높은 상관을 보였지만, 사후에는 이해와 공감 및 책임감과 높은 상관을 보였다. 그리고 두 역량과 하위요인은 사전-사후 간에 도 유의한 상관이 있으며, 역량향상도 간에도 유의한 상관이 있는 것으로 나타났다. 끝으로 이러한 연구 결과가 인성교육의 설계와 운영에 시사하는 함의점을 논의하고 결론을 도출했다.

This study was conducted to verify the effectiveness of competency development of a personality education course and to reveal the relationships between two competencies scores and competency improvement. To this end, we reviewed the theoretical background of personality competency reflected in this course titled <Personality and Communication> in J University. The course was operated in 1st semester of 2024, and 211 students who took the class responded to the survey including competency tests at 1st and 15th week. For the competency test, modified questions of ‘Personality Competency’ and ‘Communication & Relationship Competency’ questions of the competency diagnostic tools of J University were used. The results are as follows. First, students who took the course showed significant improvements in all scores of ‘personality competency’ and ‘communication & relationship competency’ and all the sub-factors of two competencies. Second, there were significant correlations between two competency test scores and all sub-factors of personality competency and communication & relationship competency were found to be significantly correlated with each other in pre/post test. Especially, personality competency was highly correlated with ‘self-expression’ at 1st week, but it was highly correlated with ‘understanding & empathy’, ‘responsibility’ at 15th week. On the other hand, communication & relationship competency was highly correlated with ‘morality’ at 1st week, but it was highly correlated with ‘responsibility’ after class. Finally, the implications of these findings on personality education were discussed, and conclusions were drawn.

본 연구는 플립드 러닝을 활용한 대학 글쓰기 교과의 효율적 운영 방향을 모색하는 것을 목적으로 하였다. 이를 위해 A대학교 <글쓰기와 의사소통> 과목의 수업 운영 방식을 제시하고, 2024년 1, 2학기의 여섯 분반 학생을 대상으로 사전/사후 설문조사를 실시하여 교과목 운영 성과 및 수업 개선 방안의 지표로 삼고자 하였다. 본 연구에서는 첫째, 사전학습-본 학습-사후학습으로 구성되는 플립드 러닝의 기본 구조에 따라 수업을 설계하고, 둘째, 수업 진행 후 학생들의 반응조사를 통해 플립드 러닝 수업의 운영 적절성과 효과성을 검토하였다. 그 결과, 학생들은 온라인 학습의 적절성 및 강의실 학습의 적절성의 영역에서 높은 비율로 긍정적인 평가를 함으로써 플립드 러닝이 <글쓰기와 의사소통> 수업에 적절한 방식이라는 의견을 드러냈다. 종합성과 및 만족도 영역에서도, 플립드 러닝의 효과성에 대해 전반적으로 긍정적 인식을 보였으나 일부 문항에서 중립, 부정적으로 인식하는 비율이 늘어 플립드 러닝이 모든 학습자에게 유용한 수업 방식이 아닐 수 있음을 확인하였다. 아쉬운 부분이 있었지만 교수자의 입장에서도 플립드 러닝의 교육적 효과를 크게 체감할 수 있었다. 가장 큰 성과는 충실하게 이행한 사전학습으로 강의실 수업에 대한 학생들의 참여도가 증가하였다는 것이다. 또한 조별 소그룹에 기반한 활동 중심 수업은 강의실 분위기를 활발한 상호작용의 장으로 이끌어 학생을 수업의 주체로 만드는 것은 물론 피드백의 효과를 향상시키는 데에 기여하였다. 결론적으로 플립드 러닝은 학생들의 자기주도 역량, 문제해결 역량, 협업 역량을 향상시키는 수업 방식이라 할 수 있다. 다만 보다 효율적 수업 운영을 위해서는 교수자들의 자가 평가와 기존 콘텐츠와 시스템 등을 전반적으로 검토하는 것이 필요하며, 학생들의 학습 능력과 요구 등을 고려하여 이를 보완, 설계하려는 노력도 필요하다.

The purpose of the study is to identify effective strategies for the implementation of flipped learning in university writing courses. To achieve this, the study outlines the instructional approach of the <Writing and Communication> course at University A and administers pre- and post-surveys to students from six class groups during the first and second semesters of 2024. The survey results are used as indicators of course effectiveness and as a reference for exploring strategies to improve instruction. In this study, the course was first designed based on the fundamental structure of flipped learning, comprising prelearning, main learning, and post-learning. Then, after the course was conducted, a student response survey was used to evaluate the appropriateness and effectiveness of the flipped learning course. The results showed that students gave a high percentage of positive evaluations regarding the appropriateness of both online learning and classroom learning, suggesting that flipped learning is a well-suited instructional approach for the <Writing and Communication> course. In terms of overall effectiveness and satisfaction, students generally perceived flipped learning positively. However, an increase in neutral and negative responses to certain survey items suggests that flipped learning may not be an equally effective instructional approach for all learners. Despite some limitations, instructors also experienced the significant educational benefits of flipped learning. The most notable outcome was the increased student engagement in classroom sessions, driven by their diligent completion of pre-learning activities. Furthermore, the activity-based course, structured around small group collaboration, fostered an interactive classroom environment. This approach not only empowered students as active participants but also enhanced the effectiveness of feedback. In conclusion, flipped learning proves to be an effective instructional approach for strengthening students’ self-directed learning, problem-solving, and collaboration skills. However, to enhance the efficiency of course implementation, instructors should engage in self-assessment and conduct a comprehensive review of existing content and systems. Furthermore, it is essential to supplement and design the course based on students’ learning abilities and needs.

최근 들어 리더십과 의사소통능력이 각 개인의 역량을 평가하는 중요한 경쟁력으로 인식되고 있다. 각 대학에서도 이러한 사회적 흐름과 맞물려 학생들 개개인의 의사소통능력을 키워주기 위한 소규모 실습형태의 스피치 강좌들이 개설되고 있는 추세이다. 이러한 측면에서 여대생을 대상으로 진행되어온 발표와 토론 교육의 현장사례를 중심으로 구체적인 교수학습내용과 방법을 검토해 보면서, 여러 대학에서 진행되고 있는 의사소통교육에 어떻게 적용할 수 있을지 함의를 살펴보았다. 궁극적으로 다양한 의사소통 상황에서 학생들의 말하기능력을 키워주기 위한 스피치 교육은, 무엇보다도 학생들의 요구도를 정확히 파악하고 단계별로 말하기 훈련이 진행될 수 있도록 학습자 주도형인 PBL적 교육방법을 실시하고, 최적의 수업규모로 교육내용을 심화 확대해 갈 수 있는 다양한 프로그램과의 관련 속에서 운영되어야 함을 살펴보았다. 나아가 오프라인과 온라인 수업을 긴밀하게 연계하는 노력과 각종 시청각매체들을 적절히 접목하여 활용하는 것이 필요함을 언급하였다. 또한 학습자의 유형과 대상에 따른 차별화된 내용과 교수학습방법을 개발할 필요성에 대한 이론적, 실증적인 차원에서의 논의가 차후에 이어져야 함을 지적하였다.

Today, ‘leadership’ is a representative subject special for the ‘communication ability’ as a groundwork of leadership becoming more significant and competitive position in our society. Many universities have tried to make an educational reformation and have educated students how to speak, write, read well as one of leaders for the next generation. So, this paper focus on speech education as like [presentation & Debate] class which has designed to cultivate communication ability and rationality needed for the future women leadership as a one of essential liberal arts courses for freshman of sookmyung women’s university since 2002.The students would be encouraged to think about contemporary issues and develope the fundamental communication skills to carry out their roles as leaders. In order to achieve this goal effectively, the presentation & Debate course is equipped with a lot of communication skills which can make students speak more flexibly in private or public speaking situation. Ultimately, these courses are aiming for women students who want to have communication skill, so they know how to express their thought logically and how to persuade others.

[목적] 이 연구는 골프장 캐디의 언어적, 비언어적 커뮤니케이션, 고객라포형성, 신뢰 및 재방문의도의 관계를 규명 하여 골프장의 인적서비스품질향상을 통한 경영활성화에 대한 기초자료를 제공하는데 그 목적이 있다. [방법] 이를 위해 2023년 10월부터 11월까지 약 두달 간 경기지역에 소재한 골프장 6곳을 이용하기 위해 방문한 골퍼 300명을 대 상으로 설문조사를 실시하여 총 286부(95.3%)를 최종분석에 활용하였다. [결과] 첫째, 골프장 캐디의 언어적, 비언어 적 커뮤니케이션은 고객라포형성에 정적영향을 미치는 것으로 나타났다. 둘째, 골프장 캐디의 언어적, 비언어적 커 뮤니케이션은 신뢰에 정적영향을 미치는 것으로 나타났다. 셋째, 골프장 캐디의 언어적 비언어적 커뮤니케이션은 재 방문의도에 영향을 미치지 않는 것으로 나타났다. 넷째, 고객라포형성은 신뢰에 정적영향을 미치는 것으로 나타났다. 다섯째, 고객라포형성은 재방문의도에 정적영향을 미치는 것으로 나타났다. 여섯째, 신뢰는 재방문의도에 정적영향 을 미치는 것으로 나타났다. [결론] 고객접점에 있는 캐디의 커뮤니케이션 능력은 골프장의 효율적인 경영에 있어 중 요한 부분으로 골프장에서는 인적서비스부분에 대한 관리에 집중할 필요가 있다.

[Purpose] The purpose of this study is to provide basic data on management revitalization through the improvement of human service quality of golf courses by investigating the relationship between verbal and non-verbal communication, Customer Rapport Formation, trust, and revisit intention of golf course caddies. [Method] To this end, a survey was conducted on 300 golfers who visited 6 golf courses located in the Gyeonggi area for about two months from October to November 2023, and a total of 286 copies (95.3%) were used for the final analysis. [Result] First, it was found that the verbal and non-verbal communication of golf course caddies had a positive effect on customer rapport formation. Second, it was found that the verbal and non-verbal communication of golf course caddies had a positive effect on trust. Third, it was found that the verbal and non-verbal communication of golf course caddies did not affect the intention to revisit. Fourth, it was found that customer rapport formation had a positive effect on trust. Fifth, customer rapport formation was found to have a positive effect on the intention to revisit. Sixth, it was found that trust had a positive effect on the intention to revisit. [Conclusion] Caddy's communication ability at customer contact is an important part of the efficient management of the golf course, and it is necessary to focus on the management of the human service part at the golf course.

최근 코로나 19와 쳇 GPT는 대학의 교육 방법에 많은 영향을 미쳤고, 이로 인해 2020학년 도 이후 대학은 교육 구조의 변화 아래 교육 방법을 급격하게 전환하고 있다. 2019년 이전까지 대학은 대표적인 대학 기초 공통 과목인 글쓰기 교육의 중요성을 부각시켰고 대부분의 대학에서 글쓰기 교육을 의사소통 역량 교육의 핵심 영역으로 보았다. 그동안 이러한 글쓰기 교육의 목표는 인문학이 나아가야 할 방향과 각 대학의 기초 공통 교과가 지향하는 경향을 말해주었다. 그동안 논의된 것처럼 국어과에서는 국어과 교과 역량으로 “비판적ㆍ창의적 사고 역량, 자료ㆍ정보 활용 역량, 의사소통 역량, 공동체ㆍ대인 관계 역량, 문화 향유 역량, 자기 성찰ㆍ계발 역량”을 제시하면서 ‘(핵심) 역량’에 대한 관심이 높아지게 되었다. 대학에서도 국어과 교과의 핵심 역량을 기르는 데 있어서 기초 공통 교과목의 역할이 중요하다는 인식이 확산되었고, 핵심 역량 중에 ‘의사소통 역량, 비판적・창의적 사고 역량’의 수단으로 글쓰기 교육의 역할이 강화되었다. 그러나 최근의 급변하는 교육 패러다임의 변모 속에서도 여전히 이론 수업으로 분류되 는 글쓰기 교과가 지식 중심의 강의로 운영됨에 따라 대학 글쓰기 교과 역시 난관에 직면 하였고 교과목의 필요성 여부가 논란이 되기도 하였다. 이러한 점을 보여주듯이, 실제 일 부 대학에서는 글쓰기 교과에 대한 비중이 약해지고 좀더 다양한 기초 공통 교과목을 개설하고 있다. 그래서 이 글은 포스트 코로나 시대를 겪으면서 우리 사회에 다양한 변화 를 맞이한 인문학의 기초, 토대라고 할 수 있는 의사소통 역량 교과목의 변모를 통해 부산 지역 대학의 운영 현황과 나아갈 방향을 모색하고자 하였다. 이를 위해 부산 지역 대학의 의사소통 역량 교과의 요목, 세부 내용, 수업 방식, 교재 관련 사항을 시기별 흐름에 따라 살펴보고 그 한계점과 문제점을 제시하였다.

Recently, the COVID-19 and Chat GPT had lots of influences on education methods of university. Since 2020, universities have been rapidly changing their education methods following changes in educational structure. Before 2019, universities highlighted the importance of writing education as a representative basic common subject, and most universities regarded writing education as the core area of basic common education. So far, the goal of this writing education has shown the future direction of humanities and the trend that university basic common subjects aimed for. However, even in the recent changes of educational paradigm, the writing education that was still classified into theory course was operated as knowledge-centered course. As the writing course of university also faced difficulty, the necessity of subject itself was embroiled in controversy. Thus, this thesis aimed to examine the current status of university general education courses and also to seek for the future direction of university basic courses in Busan region through the writing course which is not only an university basic course, but also the basis and foundation of humanities facing various changes in our society after going through the post-COVID-19 era. For this, this study examined the , detailed content, class method, and textbook-related matters of university writing course in Busan region, and then presented the limitations and problems.

Purpose: This study is a quasi-experimental study to investigate the effect of case-based learning (CBL) on critical thinking disposition, communication ability, problem solving ability and self-directed learning ability of nursing students in a pathophysiology course. Methods: The development of 3 CBL scenarios of pathophysiology were conducted by nursing faculties & clinical nurses before CBL began. Among the sophomore nursing students who were taking a pathophysiology course, the intervention group (n=43) was the nursing students who hope to participate in an extra-CBL program with usual pathophysiology lessons and the control group (n=36) was the nursing students who wanted to receive the usual pathophysiology lessons. The intervention group received additional CBL using 3 different scenarios for 1 hour per week during 4 weeks from May to June, 2016. Data were analyzed by a chi-square test, t-test and ANCOVA using SPSS WIN 18.0 Results: The mean score of critical thinking disposition (F=11.60, p=.001), communication ability (F=4.24, p=.043), and self-directed learning ability (F=4.75, p=.032) were significantly higher in intervention group than those in control group. But there was no significant difference between the two groups in problem solving ability (F=1.59, p=.211). Conclusions: The application of a CBL program during a pathophysiology course was effective in improving the critical thinking disposition, and the self-directed learning ability of sophomore nursing students.

우리나라 사회 및 대학의 현실에 비추어볼 때 의사소통교육은 교양기초교육으로서 매우 중요하다. 이러한 시대적 요구에 부응하여 본 연구는 실용적인 전인교육의 관점에서 내실 있는 의사소통교육의 방향을 고찰해보았으며 경험적 사례연구로 스피치와 토론 과목의 수업방안을 구체적으로 제시해보았다.

This paper is a descriptive case study of a course in oral communication, namely, Public Speaking and Debate, developed and offered as a core general course for freshmen at Sungkyunkwan University. Its purpose is to present and propose an education model for the course based on the author's 6-year teaching experience at Sungkyunkwan University and its overall critical evaluations by the instructor as well as the students. The paper contains the comprehensive and detailed class contents of the course including its clear teaching philosophy, methods and techniques, which will be of a great use to those who are interested in or currently teaching the same or similar courses. In short, the ultimate goal of the course is help students build the basis of moral character and competence as a fully fledged member of a university and a democratic society. Its practical goal is to help them learn to communicate effectively, ethically and creatively. The teaching philosophy is a pragmatic, well-rounded, process-oriented education. This study is expected to help to improve, in part, the quality of core general education.

한국사회는 짧은 시간 내에 식민 지배 및 전쟁, 정부수립 후 산업화와 민주 화, 강력한 디지털 웹 시장과 함께 완전히 새로운 세대의 탄생, 전통문화의 단절과 외국문화의 무분별한 수입 등을 경험함으로 인해 이질적 가치들 이 혼재되어 있는 상태이다. 하지만 심각한 상황에 반해 현재 혼란에 빠진 젊은 세대를 위한 본격적인 가치관 교육 및 소통 교육은 부재하다. 본고는 이처럼 극 에 달한 가치갈등의 문제들을 소통을 통해 적극적으로 해결하 고 조정하는 대학 교양교과목 <가치와 소통> 개발을 위한 기초연구의 성 격을 띤다. 바탕주제들을 중심으로 교수요목을 선정하고 제언하는 것이 다. 이 교과목의 커리큘럼이 제시하는 세부 주제 및 현상적 키워드들은 청 년 세대 개개인과 결부된 사회의 다양한 모습을 보여줌으로써, 도덕적 책 임 및 가치판단과 관련된 치열한 질문거리를 제공한다. 학생들의 현상적 관심사가 반영된 유행 키워드들과 고전교육을 연결하는 융·복합적 시도 는 곧‘ 변하는 것과 변하지 않는 것을 종적으로 결합하는 일’이라 할 수 있다. 그러므로 학생들의 관점은 현상에서 원론으로, 이론에서 실천으로 끊임없는 층위 간 이동을 하게 된다. 또한 대립되는 주제어들을 통해 자 아 대 타자의 대칭 모형을 만들어 양자 사이의 치열한 갈등과 생산적인 조 화를 유도해내는‘ 횡적 융·복합’을 보여주기도 한다.‘ 무엇 vs 무엇’의 대칭적 모양이 보여줄 수 있는 다양한 원론적 바탕 위에서 자아관련 테마 4개와 타자관련 테마 4개를 통해 21세기 한국사회에서 유효한 가치갈등의 굵직한 핵심주제들을‘ 나’와‘ 너’의 소통 모델 안에 엮는다. 자아-테마로 는‘ 미/추’,‘ 남/여’,‘ 욕망/이성’,‘ 가족/나’가 있고,‘ 성공/행복’에 대 해 이야기하는 중간세미나를 가진다. 타자-테마로는‘ 개인/국가’,‘ 진짜/ 가짜’‘, 지역/세계’‘, 인간/자연’이 있고, 인간사 본질을 관통하는 바탕주 제들인‘ 생명윤리로서의 삶/죽음’과‘ 자기윤리로서의 선/악’을 맺음 단 계에 배치한다. 본 연구가 취하는 융·복합의 방향은 학생들의 현실적 삶과 원론적 이해 간의 종적 융·복합과 대립·대칭적 주제들 양자 간의 횡적 융·복합을 해 냄으로써 융·복합 방법론의 전시적 활용이 아닌 진정한 융·복합적 교육 의 방법으로 나아간다. 이 과정에서 학생들은 반복적이고 권위적인 도덕 률을 이겨내고 생동하는 자기윤리를 품게 된다. 그리하여 사회의 유지와 발전에 필요한 주요 원칙에 대해 자신의 고유한 입장을 확립하고 그것을 체계적으로 정당화시킬 수 있는 사유능력의 점진적 향상을 해낼 것이다. 궁극적으로 <가치와 소통>은 대학생들이 균형적이고 창조적인 가치관을 정립하도록 돕는다.

A wide variety of incidents have taken place in Korean society just for a short period of time such as occupation by a foreign country, war, the establishment of government, industrialization, democratization, the emergence of the powerful digital web market, the birth of unprecedented new generations, the discontinuity of cultural heritage and the indiscreet import of foreign culture. As a consequence, there is a coexistence of heterogeneous values at present, which must be taken seriously. However, no education has currently been provided in conjunction with values and communication for the younger generations who are thrown into confusion. The purpose of this study was to make a theoretical design of a college curriculum of a general education course about value and communication in an attempt to facilitate the successful resolution and coordination of value conflicts through smooth communication. This course is expected to help college students to build well-balanced and creative values. The themes and phenomenological keywords presented by the curriculum of this course show the diverse appearances of society that are linked to each individual of the younger generations, and thereby pose a serious question related to moral responsibility and value judgment. A convergence attempt to link popular keywords of students, which reflect their phenomenological matters of concern, and classical education could be said to be an effort of combining what's variable and what's invariable in a vertical way. That will stimulate students to keeping on shifting their perspectives from a phenomenon to a theory and from a theory to practice. Also, the presentation of conflicting keywords makes it possible to create a symmetrical model of self vs. others, which will contribute to horizontal convergence that stirs up fierce conflicts and productive harmony between the two parties. Four self-related themes and four others-related themes were selected based on various theories that could possibly be generated by the symmetry between two different things in order to make the communication model of 'I' and 'you' cover the major key themes of value conflicts that might happen in the 21st century's Korean society. The selected self-related themes are 'beauty/ugliness,' 'man/woman,' 'desire/reason,' and 'family/I.' After the self-related themes are covered, a seminar will be held to talk about 'success/ happiness.' The selected others-related themes are 'individual/nation,' 'true/false,' 'region/ world,' and 'man/nature.' And then the themes that are associated with the nature of human affairs are covered in the wrapping-up stage: 'life/death as life ethics' and 'good/evil as one's own ethics.' The effort of convergence by this study is expected to actualize vertical convergence between the actual life of students and their theoretical understanding and horizontal convergence between conflicting and symmetrical themes at the same time, which will lead to convergence education in a true sense, not just for exhibitionism. Students will be able to overcome stereotyped and authoritarian moral laws to build their own practical ethics instead of merely sticking to the fossilized good while they receive that education. And they also will gradually be able to improve their thinking faculty to make their standpoints clear about major principles necessary for the maintenance and development of society, and then to provide rationale on their standpoints. They will learn the best wisdom from this undergraduate general education course to foster their insight and judgment to build their own ethics in the 21st century's Korean society marked by the extreme confusion of values, and they will learn how to put it in practice from a perspective of humanities as well.

유아교육과 영·유아보육의 통합 문제는 유아교육, 보육계의 오랜 관심거리였다. 이 글에서는 유·보 통합이 누리과정으로 나타나는 과정을 일간지 보도를 통해 시기별로 구분해봄으로써 우리 교육정책이 사회적으로 소통되는 과정을 살펴보았다. 학계와 정부, 기관의 관심과는 달리 유·보 통합 문제는 오랜 기간 동안 사회적 쟁점으로 부상되지 못하다가, 5세 누리과정이 3-4세로 확대되고 무상교육이 확대되기 시작하면서 사회적 담론으로 떠오르게 되었다. 유·보 통합과 누리과정은 쟁점화 되는 과정에서의 대화와 질문의 부족, 정치적 이해관계에 의한 일방적 결정, 개인적이고 물질적인 문제가 되어버린 무상교육 문제까지 사회적 소통을 막은 여러 문제들이 뒤섞여 나타나고 있었다. 이를 통해 교육정책 수립에 충분한 시간 확보, 정책결정의 사회적 합의, 본질적인 쟁점에 대한 대화가 필요하다는 것을 알 수 있다.

Integration of infant child care and early childhood education was a concern for many years at the national level. In this paper, I've summarized the process that child care and early childhood education are integrated to Nuri course in the article of the daily newspapers and have examined how the education policy communicated within our society. This controversy was not be social concern over a long period of time, but a great deal of interest was beginning due to the expansion of Nuri course and free education. Through this study, we've been able to discover the lack of communication about the issue, unilateral decisions by political interests, the free educational problem to become personalized and materialized. Through this study, we can know that the need of sufficient time, the social consensus decision and conversation about essential issues is required to establish education policy.

The rapid public adoption of generative artificial intelligence (AI) has intensified the need for AI literacy education among non-specialist adult learners. This classroom-based, action research-informed case study investigates how a collaborative reading-centered business communication course supported the development of AI literacy among multilingual MBA students at a private university in Korea. The course engaged students in collaborative reading and discussion of AI-related research and professional texts to foster AI literacy. Data sources included a post-course survey (n = 18) examining students’ perceptions of collaborative reading and written reflection logs documenting students’ learning experiences. Survey results indicated strongly positive perceptions of collaborative reading as a strategy for enhancing AI understanding and academic and professional preparation. Thematic analysis of reflection logs revealed three interrelated themes: students’ recognition of AI as a transformative societal force, the reframing of AI as a cooperative partner rather than a replacement for human expertise, and heightened awareness of human agency and responsibility in AI engagement. Together, the findings suggest that collaborative reading, implemented through classroom-based action research, can function as an effective pedagogical approach for fostering foundational and reflective dimensions of AI literacy among multilingual graduate students. The study highlights the value of action research for optimizing AI literacy course design tailored to specific learner populations and underscores the potential of collaborative reading-based AI literacy instruction as a viable general education practice.

As the International Maritime English Organization (IMO) model course for Maritime English has been recently revised and updated, the requirements of current changes to both the 2010 STCW Manila Amendments and English education have been actively reviewed. In order to provide practical guidelines for language teaching, a wide range of new pedagogical approaches and their theoretical backgrounds are also suggested. However, considering the current spread of Business English as a Lingua Franca (BELF) and its critical importance in maritime communication, the pedagogical approaches need to be re-evaluated, specifically in terms of teaching pronunciation in order to emphasize clear and effective communication among international interlocutors. Therefore, the core pedagogical elements of pronunciation should be clearly set and provided with consideration for Lingua Franca Core (LFC), which places importance on mutual intelligibility rather than following the rules of native speakers. In this paper, the current trends of BELF in the maritime industry will thus be introduced. Following this, the importance of LFC in maritime communication will be outlined, and its key features will be discussed in terms of effectiveness and clarity of international maritime communications. Finally, a close comparison between LFC and the pronunciation guidelines suggested by the IMO Maritime English model course 3.17 will be conducted, and pedagogical implications for future teaching pronunciation in cross-cultural global maritime industry will be suggested.

This study discusses various types of nonverbal communication and examines key theoretical claims of leading experts.. The author states that hundreds of varieties of non-verbal information exist. Such non-verbal information interact with each other in the process of communication and form a social and psychological portrait of the speaker. The study analyzes the importance of theoretical and practical knowledge in the process of teaching Russian as a foreign language to Korean university students. This study also investigates the concept of "emotional hearing", a term coined by Professor V.P. Morozov. According to Morozov, voice (tone, intonation, etc.) are particularly important when dealing with students especially in primary stage. The study also describes the results of an experiment in phonetics. The experiment showed that 76% of Korean students can distinguish between normative and non-normative Russian pronunciation.. This study found that Korean students achieve very good results in a short period of intensive training of the phonetics of the Russian language in Korea.

우리나라 사회 및 대학의 현실에 비추어볼 때 의사소통교육은 교양기초교육으로서 매우 중요하다. 이러한 시대적 요구에 부응하여 본 연구는 실용적인 전인교육의 관점에서 내실 있는 의사소통교육의 방향을 고찰해보았으며 경험적 사례연구로 스피치와 토론 과목의 수업방안을 구체적으로 제시해보았다.

This paper is a descriptive case study of a course in oral communication, namely, Public Speaking and Debate, developed and offered as a core general course for freshmen at Sungkyunkwan University. Its purpose is to present and propose an education model for the course based on the author's 6-year teaching experience at Sungkyunkwan University and its overall critical evaluations by the instructor as well as the students. The paper contains the comprehensive and detailed class contents of the course including its clear teaching philosophy, methods and techniques, which will be of a great use to those who are interested in or currently teaching the same or similar courses. In short, the ultimate goal of the course is help students build the basis of moral character and competence as a fully fledged member of a university and a democratic society. Its practical goal is to help them learn to communicate effectively, ethically and creatively. The teaching philosophy is a pragmatic, well-rounded, process-oriented education. This study is expected to help to improve, in part, the quality of core general education.

Now, the concept of “coaching” has expanded to not only in sports and business sector but in various fields of society. The philosophy, concept, and technique of coaching have been properly developed and applied to relevant areas of every field of society too. Basically the effect of education can be internalized through the mutual communication process between a teacher and a student or students by themselves. The 21st century education is alleged to bring up not a knowledge-giver but a knowledge-producer for problem-solving. It is important for them to build up attitudes like recognizing, studying, and examining problems. In that respect, this paper considers the role of teacher as a coach. Rather than giving a detailed answer through coaching techniques, a teacher needs to motivate students to find solutions out by themselves. In other words, like a coach, the teacher should not deliver his or her own knowledge, philosophy, and experiences to students one-sidedly but trust their potential, respect individual value, and create atmosphere and circumstances which enables students to solve problems by them. Coaching has more important meaning particularly in the communication education, because it could cultivate students’ thinking and expressivity. The communication education generally has smaller classes than other courses and its teaching subjects focus techniques which are required to communicate and persuade others; its educational method must be distinguished from other general courses to build up students’ practical capability.. In this sense, the teacher’s coaching role that guide and serve students would be crucial above all things. Thus, a research on coaching techniques and its rhetorical aspects which contributed to enhance students’ participation and communication in the liberal arts curriculum “leadership and communication” has conducted by this paper as a method of inductive case studies. In conclusion, the teacher’s coaching capacity is significant for encouraging students’ learning motive and getting favorable understandings and communication in the educational arena. The quintessential factors of coaching are simple, but to lead out a practical coaching, I found the fact that confidence to a teacher and a detailed communication process to draw students’ thinking are must be continuously conducted. It must be carried out step by step to improve students’ capability. It also has to be opportunity of development for them by voluntary participation and through the process of forming and delivering their ideas. Through the result of course evaluation, I found that coaching techniques like questioning, listening, feedback, and motivating play an important role in internalizing the subject of study to students Our future education should be stretched to this way; students cultivate their own thinking and promote their in-depth understandings and empathy to the world and others. To achieve this, communication education must be continued with a learner-centered teaching method on the premise of interactive communication. Beyond the mere role of information and knowledge giver, the teacher has to change its role to a learning facilitator and/or coach, so coaching rhetoric is very important in giving students learning motives.. With the subject “coaching”, this paper examines an important aspect of teacher’s role in active learning, which enables students to upgrade their own ability: think together with them about how to catch fish, rather than just give them caught fish.

본 연구는 전문대학 교양 교과목인 ‘서비스커뮤니케이션’ 수업을 중심으로, 공감 중심의 팀 기반실습 활동이 학생들의 커뮤니케이션 역량 향상에 미치는 영향을 분석하였다. 연구는 사전⋅사후 설문조사, 성찰 보고서, 개방형 응답을 활용한 혼합연구 방법으로 수행되었다. 정량 분석 결과, 전체 커뮤니케이션 역량 및 하위 영역(경청 및 공감, 감정 조절, 논리적 전달, 비언어 표현, 질문 및 피드백) 모두에서통계적으로 유의한 향상이 나타났다. 정성 분석에서는 학생들이 공감적 태도와 자기표현에 대한 자각을경험하고, 실생활 적용 가능성을 인식하고 있음을 확인하였다. 특히 반복적인 팀 기반 실습 활동이감정 표현 및 공감 소통 능력 향상에 효과적임을 보여주었다. 본 연구는 실천 중심 교육의 효과를실증적으로 제시하며, 유사 교과의 교수설계에 유용한 시사점을 제공한다.

This study investigates the impact of empathy-centered team-based activities on students’ communication competence in a general education course titled Service Communicationat a junior college. Employing a mixed-methods approach, the research incorporated pre- and post-course surveys, reflective reports, and open-ended responses. Quantitative analysis revealed statistically significant improvements in overall communication competence, as well as in specific subdomains such as active listening and empathy, emotional regulation, logical delivery, nonverbal expression, and feedback skills. Qualitative findings indicated that students developed a heightened awareness of empathetic attitudes and self-expression, while also recognizing the relevance and transferability of these skills to real-life situations. In particular, repeated practice and small group sharing activities were shown to be especially effective in enhancing emotional expression and empathetic communication. These findings empirically validate the effectiveness of practice-based instruction and offer meaningful implications for the instructional design of similar communication-oriented general education programs.