ScholarWorks@숙명여자대학교

초록

Purpose: In this study, I analyzed how PBL was being accepted by university professors and suggested implications for the spread of PBL based on CBAM(Concerns-Based Adoption Model). Method: A questionnaire was carried out targeting professors of A university using the Stage of Concern Questionnaire: SoCQ), and t-test, ANOVA, and X2 were conducted. Results: The Level of Concerns of professors of A university showed inexperienced user recognition pattern, which has a general awareness of PBL. However, they did not have any interest in task changes or the effects of PBL introduction. Although the interest in PBL was high, their interest in collaboration with fellow professors related to teaching methods was low, but the interest in alternatives was high. Furthermore, a tailing up phenomenon was observed and there was resistance to innovation. This meant that they could not accept innovation up to the stage of interest in direct operation of PBL and took a interest in alternative teaching methods other than PBL due to the low interest in detailed operation procedures or effects of PBL. In addition, the level of interest in PBL differed in relative intensity ccording to educational experience, major, type of interest level, and PBL application experience. Conclusion: It has been 15 years since PBL was introduced, but only about 40% of professors used PBL proficiently, and the rest still remained novice users or non-users. Therefore, customized support is needed according to the Stage of Concern profile: 1) the guidance on the application of variations of PBL or alternative teaching methods should be provided to the professors who are proficient in using PBL, 2) the specific information that is necessary for PBL operation is needed to novice users, 3) the customized support to guide the characteristics, effects, and requirements of PBL should be provided to nonuser. In conclusion, it is suggested that customized support according to the characteristics of the instructor should be provided due to the differences in the relative intensity of interest depending on educational experience, major, type of interest level, and PBL application experience.

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