웹 기반 동시적 토론을 위한 루브릭 유형이 토론 과정과 성과에 미치는 영향

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 2호
ㆍ저자명 : 정재원

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 내용 및 방법
IV. 연구결과
V. 결론 및 논의
참고문헌

한국어 초록

본연구는토론주제와관련하여사전훈련을제공하는웹기반토론에서토론을지원하기위한
루브릭유형이토론과정과성과에미치는영향을탐구하는것을목적으로하였다.이를위해대학
생23명을7그룹으로나누어3그룹은자기평가를할수있는루브릭Ⅰ을제공하고나머지4그룹은
자기평가와동료평가를할수있는루브릭Ⅱ를제공하였다. 실험은총3차시에걸쳐진행되었으
며1, 2차시는토론주제와관련하여자신에게설명하기활동으로사전훈련을진행하였고3차시에
는웹기반동시적토론을진행하였다. 웹기반동시적토론을마친후에는모든학습자들이개인
논증문을최종산출물로제출하였다.연구결과토론과정에서팀원간의의사소통이해도는루브
릭II를제공받은그룹이통계적으로유의하였으나토론과정만족도, 집단응집성측면에서그룹
간의차이는통계적으로유의하지않았다. 이는제공받은루브릭을활용하여다른사람의논증문
을평가한것이팀원간의의사소통에긍정적인영향을끼친것으로예측해볼수있다.논증의질
을측정한토론성과에서는루브릭Ⅱ를제공받은그룹이루브릭Ⅰ을제공받은그룹보다더높은
토론성과를나타냈으며통계적으로유의하였다. 이는루브릭Ⅱ를제공받아동료평가를실시한
그룹의의사소통이해도가높았던연구결과를고려할때동료평가를통한의사소통이해도의향상
이효과적인토론을이끌어논증의질을향상시키는데영향을미친것으로여겨진다.본연구결과
는토론주제관련사전훈련을제공하는웹기반동시적토론에서학습자에게동료평가를적용하
는것이의사소통이해도를높이고논증의질을향상시키는데효과적이라는것을시사해준다. 또
한효과적인토론을위한토론지원전략을탐구하기위해서는학습자특성을고려한전략이고려
되어져야한다는것을실증적으로보여준다.

영어 초록

The purpose of this study was to research the effect of the rubric on discussion processes
and outcomes and to explore the effective strategies of web-based concurrent discussion. The
participants were 23 undergraduate students of D Women’s University and they were divided
into seven groups for concurrent discussion in a web-based environment. Three groups of 10
participants were provided a rubric Type I to conduct self-evaluation and the remaining four
groups of 13 participants were provided a rubric Type II to conduct self-evaluation and
peer-evaluation. The experiment was conducted a total of three times. The first and second
experiments were conducted as pre-training sessions by employing self-explanation activities
with a discussion topic and the third was conducted as a web-based concurrent discussion.
After the concurrent discussion in a web-based environment, all participants submitted personal
argumentative essays as final products. The findings of this study are as follows. The self and
peer-evaluation group scored higher than the self-evaluation group in the degree of
understanding communication and the quality of argumentation. As for the other dependent
measures, satisfaction on discussion processes and group coherence, the self and
peer-evaluation group scored higher than the self-evaluation group. From these results, it was
concluded that peer-evaluation promoted to communicate effectively and improved discussion
outcomes in case of conducting peer-evaluation after pre-training of self-explanation activities in
a web-based concurrent discussion environment.

참고 자료

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