웹 기반 학습자의 메타인지수준별 학습활동분석 -간호학 대학원 학생을 중심으로- (A Study on Interaction Pattern, Learning Attitude, Task Performance by Meta-cognitive Level in Web–Based Learning)

서지정보

· 발행기관 : 한국간호교육학회
· 수록지 정보 : 한국간호교육학회지 / 18권 / 2호 / 323 ~ 331페이지
· 저자명 : 이선옥, 서민희

초록

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method:Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be consideredto form a small group for discussion in order to improve group activities.

영어초록

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method:Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be consideredto form a small group for discussion in order to improve group activities.

참고자료

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