혁신교수법 유형별 대학생 역량 개발 기대 차이 분석

This study analyzed the competencies expected to be developed in learners by analyzing the innovative teaching methods commonly used in universities, aiming to provide insights for instructors' selection and implementation of teaching methods. To achieve this, we collected papers published in KCI-listed (or candidate) journals from 2020 to 2024. We applied text mining techniques like TF-IDF and n-gram analysis to compare and analyze co-occurring words related to learner competencies frequently found in each teaching method. The analysis results showed that problem-based learning (PBL) expects 'self-directedness' and 'collaborative problem-solving skills', case-based learning (CBL) expects 'situational awareness' and 'application and application skills', flipped learning (FL) expects 'self-directed learning skills' and 'critical thinking skills', blended learning (BL) expects 'academic immersion skills', team-based learning (TBL) expects 'communication', 'responsibility' and 'leadership', and project-based learning (PjBL) expects 'result-producing skills' and 'practical skills'. In addition, by examining not only the frequency of appearance of single words but also groups of words that repeatedly appear in succession with specific teaching methods, the specific context in which the competencies are presented was confirmed. This study is significant in that it identified differences in the competencies expected to be developed by learners using different innovative teaching methods and provided a basis for selecting teaching methods. The conclusion provides a detailed discussion of the application of these teaching methods, identifies the study's limitations, and suggests future research.