2023, Vol., No.24

The Journal of General Education 2023 KCI Impact Factor : 1.7

pISSN : 2465-7581
https://journal.kci.go.kr/davinci

The purpose of this study was to find out which liberal education courses are perceived as good courses by college students and what criteria are used for this evaluation. To this end, 48 college students were interviewed using open-ended and semi-structured interview questions. The collected data were analyzed according to the procedure of qualitative content analysis(open coding-grouping-categorization-abstraction). As a result of categorization, 55 primary categories, 11 secondary categories, and 5 tertiary categories were finally extracted. The 3rd categories(2nd category) are as follows: (1) evaluate the course image(check the course title, look at the syllabus, find out the reputation of the course), (2) evaluate the framework of the course operation (review the structure of the course), (3) recognize the difficulty level (the appropriate level of difficulty of the liberal education course), (4) evaluate the instructor's class activities (emotional evaluation, lesson strategy evaluation, teaching method evaluation), and (5) evaluate the results of the course(evaluation about grading, evaluation of learning outcomes and results, and evaluation of internal consistency of the course). Then, interpretation results of evaluation criteria for 'good liberal education courses' and 'good teaching' were stated, focusing on the tertiary categories. Finally, the significance of the results of this study was discussed, and the implications and limitations were presented.

The purpose of this study is to explore and investigate the experiences and perceptions of learners through a digital storytelling-based approach in university liberal arts classes. To achieve this, a digital storytelling integrated with digital tools was implemented in the A.C.T. (Action, Communication, Teamwork) course, which is a required general education subject at C University in Seoul. By analyzing open-ended survey responses and reflective journals written by the learners, the study focused on identifying the competencies that were mainly enhanced and what the learners learned and experienced. The results from the open-ended survey responses indicated that learners generally reported an increase in their digital tool utilization skills, attributing this improvement to direct application, adaptation, and discussions involving digital tools in team projects. Among the digital platforms used for character implementation, Galaxy AR emojis were the most commonly utilized. In addition to increased competency in teamwork, learners mentioned improved feelings of accomplishment, self-confidence, and creativity as some of the benefits they experienced while using digital tools. Overall, learners expressed high satisfaction with the team-oriented class and highlighted the acquisition of new experiences, challenges, and the realization of the importance of collaboration through active and proactive attitudes of team members. Regarding learners' perceptions of the digital storytelling-based class captured in reflective journals, the themes mentioned in descending order were the improvement of teamwork skills, feelings of accomplishment, interest and enjoyment, enhancement of creative elements, and indirect exposure to career experiences.

This study aims to explore the educational significance of implementing self-listening evaluations in university liberal presentation class to enhance students' perception of active listening and effective presentation skills. This paper highlights the importance of the audience's active role as attentive listeners for successful presentations, emphasizing that listening contributes more to communication satisfaction than speaking. In this regard, the study designed an educational approach to enhance students' listening abilities by incorporating self-listening evaluations during the listening of peer presentations in the "Presentation Writing" class at one of the universities in the 23rd 1st semester. The approach included instruction on overall teaching and learning aspects related to presentation performance, as well as attitudes towards listening. The study then applied the approach in actual classes and collected students' feedback on the self-listening evaluations. The results showed that students demonstrated focused attention on peer presentations through the use of self-listening evaluations, and their listening attitudes changed and improved as they concentrated on the presentations. Additionally, it was observed that self-listening evaluations empowered students as active participants in discourse, helping them apply the evaluations to their own presentations. This paper underscores the need to foster listening skills in university liberal presentation classes, alongside speaking skills, through the utilization of self-listening evaluations. It provides a fresh perspective on listening education and the study of active listening in the context of university liberal presentation classes.