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Enhancing Asian University Education via Writing, Peer-Assessment, and Discussion

  • Asia Review
  • Abbr : SNUACAR
  • 2022, 12(1), pp.173~215
  • Publisher : 아시아연구소
  • Research Area : Social Science > Social Science in general
  • Received : June 14, 2021
  • Accepted : March 30, 2022
  • Published : April 30, 2022

Jooyong Park 1,  Soonghee Han 1

1서울대학교

Accredited

ABSTRACT

For Asia to experience greater progress, we focus on classroom reform at the college level. Although classes are activities that specifically implement the goals of education, there is no in-depth discussion about them even among university members. Unlike other education-related issues that require social consensus, this is something that universities can independently change. The problem with classes at Asian universities is that they have too much emphasis on acquiring knowledge only. As an alternative, we propose that there should be a balance between knowledge and thinking competence. Therefore, we review innovative pedagogy such as problem-based learning (PBL), flipped learning, and Minerva School's Fully Active Learning. However, there is little chance that they would scale up due to high cost and other challenges. This paper introduces a more practical yet innovative format that combines many of the strengths of the aforementioned instructional methods. This format utilizes writing, peer assessment, and discussion. The conclusion urges for a greater competitive edge in Asian universities by developing more innovative instructional methods.

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