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A Case Study of Collaborative Learning Coaching in University Global Service-Learning

  • The Journal of Education Consulting & Coaching
  • 2023, (), pp.5~24
  • DOI : 10.31137/ECC.2023.0.1.5
  • Publisher : The Korea Association of Education Consulting & Coaching
  • Research Area : Social Science > Education
  • Received : September 25, 2023
  • Accepted : October 6, 2023
  • Published : October 20, 2023

Sookyoung Ryu 1,  Kim Insook 2

1서울여자대학교
2한국교통대학교

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ABSTRACT

The purpose of this case study was to derive implications for the application of collaborative learning coaching in university Global Service-Learning(GS-L). Data were collected through self-evaluation surveys before and after class, and post-class reflection reports. They are analyzed through paired-sample t-tests and categorization focused on important events. The results are as follows. First, all factors of global community consciousness, multinational consciousness, and civic consciousness were found increased after GS-L activities, and civic consciousness increased statistically significantly. Second, all factors including understanding cultural differences, acceptance of cultural differences, and intention to participate in multi-cultural attitudes increased after the GS-L activity, and intention to participate was found increased statistically significantly. Third, the positive effects of the collaborative learning coaching were found in expanding understanding on other cultures, and increasing interest in global issues as well as participation in problem solving. Difficulties were found in reaching consensus and cooperation among stakeholders participating in GS-L, forming a team that takes into account dynamics within the group, and demonstrating effective leadership. This study is significant in that it proposes an instructor's collaborative learning coaching strategy as an effective teaching method for GS-L. The results of this study are expected to be used as evidence for the implementation of collaborative learning coaching by instructors as an effective learner-centered teaching method in university GS-L activities.

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