ScholarWorks@숙명여자대학교

초록

This research is a case study about “Critical Thinking and Debate Education” class which was done for freshmen at the engineeringcollege of “S” Women’s University. Real time remote classes through LMS and ZOOM were the most effective tools under on-linecircumstances, considering the fact that video lectures only cannot cultivate students’ capabilities of critical thinking and communication. Throughout the analysis on students’ self-reflection journals and lecture evaluations, this paper examined considerable future pointsand the pros and cons of “Critical Thinking and Debate Education” under online presentation and discussion situation. As researchoutputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they couldchoose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation,repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internetconnection through the online classes, and they also were regretful about the missing chances of interaction between a teacher andstudents and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skillsjust in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceededby strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, applicationof online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the newsystem of encompassing on/off line “Critical Thinking and Debate Education” and effective teaching and learning method can bedeveloped soon by strengthening the strength of online education.

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