팀기반학습 ｢자연과기술명작세미나｣의 자기주도학습태도가 수업만족도에 미치는 영향 －협력학습경험의 매개효과－

초록

This study explores whether team-based learning (TBL), which has been widely utilized to foster collaboration and communication skills, can also yield positive effects in traditional humanities courses such as classics reading seminars. Specifically, the research analyzes how students’ self-directed learning attitudes, shaped by their diverse academic backgrounds, influence their course satisfaction through the mediating role of collaborative learning experiences in the “Nature and Technology Masterpiece Seminar” class that applied Team-Based Learning(TBL). To this end, a survey was conducted on students enrolled in the second semester of the 2024 school year, and the relationships between variables were verified using structural equation modeling (SEM). The results of the study showed that students’ self-directed learning attitudes had a significant positive effect on their cooperative learning experiences, and that these cooperative learning experiences played an important mediating role in improving class satisfaction. This means that the attitude of self-directed learning promotes active interaction and cooperative participation among learners, which in turn contributes to increasing overall class satisfaction. This study emphasizes the necessity of class design that can induce learners' active participation, and provides practical implications for improving teaching and learning methods in liberal arts education in the future.

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