A Study on Development of Group Dynamics-based Debate Instructional Model Using a New Technology

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : Educational Technology International / 11권 / 2호
ㆍ저자명 : Eunmo SUNG, Sunghee JIN, Yoonjung KIM

목차

Introduction
Theoretical Background
Research Method
Group Dynamics-based Debate Instructional Model
Conclusions
References

한국어 초록

The purpose of this study was to develop an instructional model using new technologies aimingto secure students' learnability and to enhance the public school values in the rural districts. Thepresent study attempts to suggest a practical e-learning instructional and learning model namedGroup Dynamics- based Debate Instructional Model', which utilizes unique technologyenvironment conditions in most. To develop the model, concepts of group dynamics anddebate-based instructional models were reviewed. And in-service teachers in two public schoolsin a certain rural district were interviewed in order to collect and analyze their needs for ateaching and learning model with which they utilizes unique technology conditions asenvironment in most. Based on literature review and the need analysis, a group dynamics-baseddebate instructional model has been suggested in terms of conceptual model. And then expertassessment composing of five in-service teachers from the model schools was implementedtwice in order to acquire the suggested model validation, followed by the model validation by agroup of experts. Then a revised group dynamics-based debate instructional model has beenfinally suggested. The group dynamics-based debate instructional model is expected to build upmembers' affective connection in the process, to generate group value, or collective intelligence,and to establish positive discussion culture. Furthermore, beyond of just utilizing the existingmaterials, learners are encouraged to develop and collect their own materials and data such asexpert's interview, or public news for their argument or refutation. In doing so, learners enhancetheir learnability as well as accountability, prompting self-directed learning, and establishingappropriate discussion culture resulting in positive learning outcomes.

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