인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2026.5
- 수록면
- 779 - 793 (15page)
- DOI
- 10.9717/kmms.2026.29.5.779
이용수
초록· 키워드
This study investigates pre-service teachers’ experiences by analyzing reflective journals from an online problem based learning(PBL) course. A total of 30 reflection journals written by 15 pre-service teachers who completed two online PBL problems were analyzed. The results revealed that pre-service teachers’ experiences in online PBL were organized into four main themes and fourteen sub themes. First, key success factors in online PBL included a clear understanding of the problem, conceptual learning for problem solving, effective team collaboration, and the use of educational technology. Second, as perceived outcomes of participation in PBL, learners reported enhancement of disciplinary knowledge and application skills, development of research competencies, and improvement of soft skills. Third, learners experienced several difficulties during the PBL process, including challenges related to PBL procedures, time management, team collaboration, and report writing. Fourth, themes related to the emergence of metacognitive reflection were identified exclusively in the reflection journals for the second PBL problem. These themes included awareness of connections with other courses and educational contexts, reflection on educational issues related to the PBL topic, and consideration of ways to apply what was learned. Based on these findings, implications for instructional design and teaching strategies for online PBL are discussed.
#Online PBL
#Pre-service Teachers
#Reflective Journals
#Learning Experience
#Metacognitive Reflection
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목차
- ABSTRACT
- 1. 서론
- 2. 이론적 배경
- 3. 연구 방법
- 4. 연구 결과
- 5. 결론
- REFERENCE
참고문헌
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