| An Analysis of Competency among Learning Community Participants Depending on their Performance －Focusing on the Comparisons between High and Ordinary Performers |
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JooYeon Kim1, JaeJun Lee2, IRang Lim3 |
1Research Professor, University of Seoul
2Assistant Professor, University of Seoul
3Research Professor, University of Seoul |
| 대학 학습공동체 활동성과에 따른 참여역량 분석 －일반집단과 우수집단 간 비교를 중심으로 |
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김주연1, 이재준2, 임이랑3 |
1서울시립대학교 객원교수
2서울시립대학교 교육대학원 조교수
3서울시립대학교 객원교수 |
Correspondence:
JaeJun Lee,
Email: jaejun98@gmail.com
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Received: 20 March 2022 • Revised: 11 April 2022 • Accepted: 18 April 2022 |
| Abstract |
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This study aimed to derive specific critical success factors using comparison analysis between a high performing group and an ordinary performing group who participated in a learning community and to propose support methods enhancing the effects of learning communities. For these purposes, the data from the reflective journals written by 111 participants were categorized according to a matrix designed for the content analysis. The main study results can be summarized as below. First, the comparison data on the response frequency of the two groups revealed that the high performing group responded more frequently than the other group in 35 out of 54 items and that the ordinary group responded relatively more frequency in 7 items. Second, the results from comparing the competencies of the two groups showed that the high group’s frequency of participants’competencies were different from that of the other group. The factors more frequently commented by the high performers are listed as follows: expression, self-reflection, problem solving, collaboration, group operation, and learning goal-setting. According to the data on the other group, the factors more frequently used were problem solving, group operation, expression, and collaboration. Third, in order to increase the effectiveness of any given learning community, the six critical success factors namely, a multifaceted approach for problem-solving, planning and sharing operation plans, a free and clear expression of oneself, task performance for achieving common goals, self-growth from self-understanding, and specified goal-setting and scheduling, are classified by the following three dimensions of continuous reinforcement, prior support, and additional support. In conclusion, implications for effective learning communities and suggestions for following studies were discussed. |
| Key Words:
Learning Community, Participants’ Competencies, Comparative Study, Success Factors, Extra-curricular Education Program |
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