컴퓨터 컨퍼런싱 활용 협력학습 상황이 학업성취와 상호작용에 미치는 영향

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : 교육공학연구 / 20권 / 2호
· 저자명 : 이성주

목차

Ⅰ. 문제의 제기
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 결과해석
Ⅴ. 논의 및 결론
참 고 문 헌

초록

본 연구는 전통 교실수업과 연계하여 이루어지는 컴퓨터 컨퍼런싱 활용 협력학습에 대한 것으로 컴퓨터 컨퍼런싱 상황의 통제유형, 면대면 수업과의 과제 관련성, 학습자의메타인지가 학업성취와 상호작용에 미치는 영향을 살펴보았다. 학업성취는 사실적 문제와 일반화 및 추론문제 두 가지로 분류되었고 상호작용은 컴퓨터 컨퍼런싱 메시지를 분석하여 과제관련, 사교적, 절차적 상호작용으로 분류되었다. 통제유형은 학업성취에 의의있는 영향을 미치지 못했지만, 학습자 중심 집단의 과제관련 상호작용 빈도가 높았다.컴퓨터 컨퍼런싱 과제가 면대면 수업과 관련이 있을 때 일반화 및 추론문제 점수가 높았고 면대면 수업과 관련이 없을 때 사교적 상호작용 빈도가 높았다. 메타인지 상 집단은 사실적 문제와 일반화 및 추론문제 학업성취는 물론 과제관련, 사교적, 절차적 상호작용 빈도가 모두 높았다.

영어초록

The purpose of this study is to identify influences of Collaborative Learning using Computerconferencingin traditional classroom. For this purpose this study examined the effect of controltype(teacher-centered and student-centered), connection to face-to-face teaching and learner'smetacognition on academic achievement and interaction. In this study academic achievement wasclassified into two; the first was factual questions, the second was generalization and inferencequestions. Interaction was classified into three after Computer-conferencing messages analysis;task-related, social and procedural interaction. The subjects were 171 students from D HighSchool in D-gun, J province. They were divided into groups with 7 to 8 members and experiencedcollaborative learning through online conferencing using asynchronous text-based CMC.The results of this study were as follows: First, the control type has no significant influenceon academic achievement. But the task-related interaction frequency was higher in studentcenteredgroups.Second, the groups have higher generalization and inference question scores with connection toface-to-face teaching than without it. The groups have higher social interaction frequency withoutconnection to face-to-face teaching. Therefore, it can be better to choose learning tasks relatedface-to-face teaching in learning through CMC.Third, there were many differences in academic achievements and interaction frequencies betweenupper and lower group in metacognition. For academic achievement, the upper group got betterscores in both questions. For interaction, the upper group's task-related, social, procedural interactionfrequency was higher. These results show metacognition is related to not only cognitive sides butalso affective sides such as learning motivation or interest induction. As metacognition has astrong influences on learning through CMC, especially collaborative learning situation, it isnecessary to have training for improving metacognitive strategies.

참고자료

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