본 연구는 대학 창의융합수업에서 Appreciative Inquiry 교수학습방법을 적용한 후 창의융합역량 학습 성과 효과를 분석하는 것을 목적으로 하였다. 이를 위하여 창의융합교육을 위한 창의융합역량 학습성과 평가도구를 개발하고 이를 타당화하였다. 이후, 경기도 소재 G 대학교 경영대학원에서 교육경영 교과목을 수강하는 대학원생 12명을 대상으로 교수학습 방법을 적용한 창의융합교육을 실시하고 창의융합역량 학 습성과 효과를 분석하였다. 연구결과, 팀기반 Appreciative Inquiry 교수학습 방법이 학습자의 창의융합역 량 학습성과 증진에 유의미한 역할을 하였다. 학습자-학습자간, 교수자-학습자간 평가로 실시한 학습성 과 평가에서 Appreciative Inquiry의 4D 활동이 혁신적 사고, 다양한 아이디어, 경험의 결합, 협력적 태도 역량 증진에 효과적인 것으로 분석하였다. 이를 통해 창의융합교육에서 학습자의 적극적인 참여와 협업을 바탕으로 긍정적인 분위기의 아이디어 발산과 공유의 팀기반 교수학습 방법이 창의융합역량 학습성과에 효과가 있다 결론을 도출하였다.

Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

There are many factors that affect the success or failure of foreign language learning. Some of these factors have more to do with cognitive, affective, and social dimensions of language learning, while others are related to curricular issues, teacher factors or learner factors, and a whole host of situational factors. In this article, I have selected eight factors (i.e., roles of input, output, fluency, formulaic expressions,motivation, grammar, vocabulary, and amount and intensity of instruction) which to a large extent are within the control of classroom teachers, and which play essential roles in the success of a foreign language programme. I argue that when each of these factors are given due attention by teachers, school administrators, and other key stakeholders, there is more than a fair chance that we might be able to raise the proficiency level of our EFL students up to a level considered sufficient for a variety of functional communicative purposes.

The present study was motivated by the claim that attention and noticing are important for SLA and investigated the extent to which learners may notice the target form and its subsequent learning through noticing. To address the methodological concern about how to collect and analyze noticing data, the dictogloss procedure was employed following Swain’s (1998) suggestion. The transcripts of LREs of each pair of the learners were examined to capture the moments when their attention was drawn to form for their L2 output when performing a dictogloss. In general, the basic premise that the more attention to the form, the better its chance of learning was attested. There was also a positive relationship between the extent of noticing and subsequent learning and the learner’s readiness for the target form. This result led to the second research question which explores what factors constrain noticing and learning of the target form. Internal learner capacities (i.e. readiness, attentional capacity, bias, type of processing, and familiarity) appear to be the crucial constraining factors on noticing and subsequent learning. There was a disparity between the extent of noticing and learning outcomes in the case of some learners. This disparity seems partly due to the problem with the coding of noticing data. Therefore, the present study suggests that concerns still exist about how to best operationalize and measure the noticing of L2 forms. Finally, the limitations of this study are discussed and suggestions for future research are provided.

This paper proposes using learning outcomes as means to measure knowledge transfer. It is based on a study to assess the effectiveness of knowledge transfer using the knowledge management concept of externalization by means of weblog access. In the knowledge era, knowledge transfer from the instructor to learners is important since the goal of educational system is the learners gaining the knowledge through the process of knowledge transfer from the instructor. To address the assumption, the study was conducted both quantitatively and qualitatively and collected data from the respondents. For quantitative analysis, the author surveyed measuring different variables targeting 326 undergraduate students randomly sampled, and the multiple choice test using 5- point Likert scale. The reliability analysis was analyzed. For qualitative analysis, the author collected data from 60 students’ weblog. Studies have shown that knowledge transfer can be problematic, and an effective transfer of knowledge can be difficult. The difficulty arises when the transferred knowledge becomes ambiguous, disrupted (hence incomplete), and distributed all over (making it difficult to link them together. Five hypotheses were formulated to examine the relationship between key characteristics of knowledge and learning outcome, in addition to content analysis on the externalized knowledge in the form of learners’ weblogs. The findings revealed some significant results involving the key characteristics of knowledge. The implication from this study can contribute much to the instructors and learners in knowing what knowledge that the instructor can transfer to learners and what knowledge is gained by learners as learning outcomes. In addition, the learning outcomes can tell the instructor to search for the right methodologies for improving the knowledge transfer to learners.