초등학교 학습자의 긍정적 상호의존성 인식수준 및 구성요소와 웹기반 협동학습태도 간의 관계 탐색
Exploring the Relationships of Elementary School Students' Perception of Positive Interdependence and their Attitude toward Web-based Cooperative Learning
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본 연구는 초등학교 학습자의 긍정적 상호의존성에 대한 인식 수준 및 긍정적 상호의존성 구성요소(목표, 보상, 자원, 역할, 그룹 간 상호의존성)와 웹기반 협동학습에 대한 태도가 어떠한 관계를 가지고 있는지 탐색하였다. 이를 위하여 D 광역시의 D 초등학교 4, 5, 6학년 452명을 대상으로 학습자의 상호의존성에 대한 인식검사와 웹기반 협동학습에 대한 태도검사를 실시하였다. 본 연구의 주요 결과를 살펴보면, 첫째, 초등학교 학습자의 경우 고학년이 될수록 오히려 긍정적 상호의존성 인식 수준이 낮아지는 것으로 나타났다. 또한, 여학생이 남학생보다 긍정적 상호의존성 수준이 높았다. 둘째, 학습자의 긍정적 상호의존성에 대한 인식 수준이 높은 학습자일수록 웹기반 협동학습에 대한 태도에 있어서 더욱 긍정적인 것으로 나타났다. 셋째, 학습자의 웹기반 협동학습에 대한 태도는 긍정적 상호의존성 하위 요소 중에서 보상, 자원, 그룹 간 상호의존성의 영향을 받는 것으로 나타났다. 이러한 연구결과는 웹기반 협동학습에 대한 긍정적인 태도를 증가시키기 위해서 긍정적 상호의존성에 대한 인식 수준을 증가시키는 다양한 웹기반 협동학습 환경을 설계할 필요가 있으며, 긍정적 상호의존성 하위 요인을 활용한 교수전략을 개발할 필요가 있다는 것을 함의한다.
Abstract
The purpose of this study was to investigate the relationships of the level of elementary school students' perception of positive interdependence including the components of positive interdependence (goal-, reward-, resource-, role-, and intergroup interdependence) and their attitude toward web-based cooperative learning. For this purpose, a perception test about positive interdependence and a set of survey items about web-based cooperative learning were provided for 452 elementary school students in D city. The results indicated that the students at the higher level of perception of positive interdependence showed more significantly positive attitude toward web-based cooperative learning. The results also indicated that the correlations between the components of positive interdependence (reward-, resource-, and intergroup interdependence) and students' attitude toward web-based cooperative learning were significant. The overall results suggest that in order to facilitate students' positive attitude toward web-based cooperative learning, teachers are advised to offer students instructional strategies which increase the level of students' perception of positive interdependence by using reward-, resource-, and intergroup interdependence among the components of positive interdependence.
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