기독교교육에서 웹 기반 협력학습의 운영전략 (A Study on a Strategies of WBCL in Christian Education)

서지정보

· 발행기관 : 한국기독교교육정보학회
· 수록지 정보 : 기독교교육정보 / 25호 / 7 ~ 35페이지
· 저자명 : 고원석, 정효정

초록

In order to support Web Based Collaborative Learning (WBCL), this study structured the stages of collaborative learning and provided an aid for promoting learners’ active thinking and reflection activities. The collaboration process was largely divided into four stages: 1) learning preparation stage; 2) individual learning stage; 3) collaborative learning stage; and 4) reflection stage. Then, these stages were distinguished in the form of bulletin board inside the community so that the learners could follow the stages in order. In addition, this study attempted to extend the depth and width of thinking by providing Edward de Bono’s ‘Six Thinking Hats’ as an aid for supporting learners’ thinking. The subjects of this study were 32 students in the course of Christian Education (M.A.) at the Graduate School of A Theological Seminary and 18 students attending the class of ‘Christian Education Methodologies’ at the Graduate School of Theology (M.Div) of B Theological Seminary (a total of 50 students). In order to prove the effects of the aid, we provided the aid to the students in Group A but not to those in Group B. According to the results of this study, the effects of WBCL and the aid were as follows. First, WBCL provided learners with opportunities to participate in discussions with spontaneity or responsibility. Furthermore, it expanded the scope of interaction beyond the limitations of class in terms of time and space. Second, it expanded the subjects and relations of interaction. While students were participating actively in discussions and collaborative learning among the team members, other team members and the teacher were able to observe and participate in the discussions. In the course, the learners obtained opportunities for secondary learning through observation, experienced differences in thought, and reflected on their problems by themselves. Moreover, as the teacher could also provide more specific instructive supports (suggestion of reflective questions, etc.) and observe the contents and process of discussions closely in real time, he/she was able to grasp the discussion participants’ thought and thinking process. According to the results of examining the effects of WBCL and the aid, more active collaborative learning was induced by participation in collaborative learning after the individual learning stage, the finishing of collaborative learning through the reflection process, etc. That is, as the learners participated in collaborative activities after refining and deepening their thought through the stage of preparing collaborative learning personally, they could have more diverse and richer conversations and this contributed to high‐quality interaction in terms of the quantity and quality of collaborative activities.

영어초록

In order to support Web Based Collaborative Learning (WBCL), this study structured the stages of collaborative learning and provided an aid for promoting learners’ active thinking and reflection activities. The collaboration process was largely divided into four stages: 1) learning preparation stage; 2) individual learning stage; 3) collaborative learning stage; and 4) reflection stage. Then, these stages were distinguished in the form of bulletin board inside the community so that the learners could follow the stages in order. In addition, this study attempted to extend the depth and width of thinking by providing Edward de Bono’s ‘Six Thinking Hats’ as an aid for supporting learners’ thinking. The subjects of this study were 32 students in the course of Christian Education (M.A.) at the Graduate School of A Theological Seminary and 18 students attending the class of ‘Christian Education Methodologies’ at the Graduate School of Theology (M.Div) of B Theological Seminary (a total of 50 students). In order to prove the effects of the aid, we provided the aid to the students in Group A but not to those in Group B. According to the results of this study, the effects of WBCL and the aid were as follows. First, WBCL provided learners with opportunities to participate in discussions with spontaneity or responsibility. Furthermore, it expanded the scope of interaction beyond the limitations of class in terms of time and space. Second, it expanded the subjects and relations of interaction. While students were participating actively in discussions and collaborative learning among the team members, other team members and the teacher were able to observe and participate in the discussions. In the course, the learners obtained opportunities for secondary learning through observation, experienced differences in thought, and reflected on their problems by themselves. Moreover, as the teacher could also provide more specific instructive supports (suggestion of reflective questions, etc.) and observe the contents and process of discussions closely in real time, he/she was able to grasp the discussion participants’ thought and thinking process. According to the results of examining the effects of WBCL and the aid, more active collaborative learning was induced by participation in collaborative learning after the individual learning stage, the finishing of collaborative learning through the reflection process, etc. That is, as the learners participated in collaborative activities after refining and deepening their thought through the stage of preparing collaborative learning personally, they could have more diverse and richer conversations and this contributed to high‐quality interaction in terms of the quantity and quality of collaborative activities.

참고자료

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