| A Case Study of General Literature Classroom - Does Student Presentation Activate the Community of Inquiry |
|
Kumar Mishra Shashi, Jeongyi Park, Dohun Kim |
| 교양 문학 수업 사례 연구 |
|
Shashi Kumar Mishra, 박정이, 김도훈 |
|
|
|
|
| Abstract |
|
This study compares instructor-led literature teaching method with student presentation-based learning method to explore effective design and implementation of the latter, which replaces the instructor’s lecture with student presentation to engage students in the learning process. The theoretical and analytical framework for this study is the community of inquiry, whose basic concept was first introduced by early pragmatists Charles Sanders Peirce and John Dewey. It posits that ideal learning takes place when three essential presences-teaching, social, and cognitive-are firmly in place. First, teaching presence is the instructor’s orchestration of content, activities, and assessments. Second, social presence is the atmosphere where students are empowered to participate in the community of inquiry. Third, cognitive presence is the extent to which students construct and confirm knowledge through critical thinking and reflection. With regard to the analysis, this study employs the community of inquiry instrument to measure the perceptions of 26 students who attended the “Arche Seminar: World Literature” class in the fall 2016 semester. The perception differences for the three presences are investigated, followed by a detailed analysis of individual survey items. |
| Key Words:
student presentation, literature class, teaching presence, social presence, cognitive presence |
|
PDF Links
Full text via DOI
Download Citation
