토론 기반 융합 수업에 대한 대학생과 교수자의 경험 분석 = Analysis of College Students’ and Professors’ Experiences in a Discussion-Based Convergence Course

다국어 초록 (Multilingual Abstract)

This study aims to examine in depth the experiences of professors and students who participated in a discussion-based convergence liberal arts course, and to identify key design and instructional elements that enabled such experiences. To this end, we selected a convergence-oriented liberal arts course co-taught by professors from diverse academic disciplines at S University, located in the metropolitan area, and conducted focus group interviews with 10 professors and 19 students. The interview data were analyzed using the constant comparative method, including open coding and categorization, to identify major themes. The findings show that, first, students experienced various cognitive and affective changes, such as the expansion of perspectives, increased cognitive flexibility, and improved clarity in logical expression through discussions with peers from different disciplinary backgrounds. Second, professors sought to promote convergent thinking by designing questions that revealed disciplinary differences, creating a cyclical structure that links lectures and discussions, and engaging in continuous pre- and post-class coordination as part of their collaborative teaching. Third, structurally supportive elements, including disciplinary diversity in group composition, pre-discussion writing tasks, a scaffolded sequence of discussion questions, and the use of discussion logs, were identified as essential conditions that enhanced student engagement and fostered deeper interaction. Based on the qualitative analyses of the professors’ and students’ experiences, this study synthesizes key design and instructional features of discussion-based convergence courses and offers foundational insights for implementing such courses in higher education.