웹 기반 팀 학습환경에서 사회적 친밀감과 학습자의 참여도 및 과제수행 간 상관분석
A Correlational Study of Social Familiarity and Leaners' Participation and Performance in Web-based Team Learning Environment
0
조회
0
다운로드
16
인용
0
참고문헌
초록
웹 기반 팀 학습환경에서 사회적 친밀감의 형성 정도와 학습자의 참여도, 개인 학습자의 과제 수행, 팀 과제 수행이 어떤 상관관계를 나타내는지 파악해 보았다. 또 사회적 친밀감의 정도에 따라 두 집단으로 이원화하여 각 종속변인에 대한 집단 간의 차이도 분석해 보았다. 연구 결과에 따르면 웹 기반 팀 학습환경에서 사회적 친밀감이 높을수록 학습자의 참여도, 개인과제 수행, 팀 과제 수행은 정적인 상관관계를 맺고 있는 것으로 나타났다. 또 사회적 친밀감이 높은 집단일수록 참여도, 개인과제수행, 팀 과제수행이 유의미하게 높아지는 것으로 나타났다.
Abstract
The purpose of the paper was to investigate the relationship between the social familiarity and learners' participation and performance in terms of individual performance and team performance. In addition, experimental groups were split into two groups, depending on the level of social familiarity. The result showed that the social familiarity had positive correlational relations with the learners' participation, individual performance, and team performance. Additionally the group that showed high level of social familiarity had outperformed the others that showed low level of social familiarity. Some suggestions such that the importance of instructional strategy, which increase the social familiarity in web-based team learning environment were made.
참고문헌 (19)
- 송명자, "발달심리학." (2002), 서울: 학지사.
- A questionnaire for measuring social familiarity : Unpublished technical report., "Armstrong, B", Learning Systems Institute., ~ (2005)
- Boeree, G. C, "General Psychology: Erik Erikson." (2003), Retrieved
- Crowston, K, "Coordination and Collective Mind in Software Requirements Development.", IBM Systems, 37(227)통권 : 245 (1998)
- Dyer, W. G., "Team building: Current Issues and New Alternatives (3rd Ed.). (세계 초일류 조직을 위한 팀 빌딩)" (2005), NJ: Prentice Hall, 서울: 삼성북스.
- Espinosa, J. A, "Explicit versus implicit coordination mechanisms and task dependencies: One size does not fit all. "Team cognition"", pp.107~129 (2004), Washington, DC: APA.
- Ferris, S. P., "Teaching and Learning with Virtual Teams" (2006), Hershey, PA: Idea Group.
- Fink, L. D., "Beyond small groups: Harnessing the extraordinary power of learning teams " Team-based learning"", pp.3~26 (2004), Sterling, VA: Stylus Publishing.
- Gunawardena, C. N, "Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences", International Journal of Educational Telecommunications,, 1(2), pp.147~166 (1995)
- Klimoski, R, "Team mental model: Construct or metaphor?", Journal of Management,, 20, pp.403~437 (1994)
- Langan-Fox, J, "Mental models, team mental models, and performance: Process, development, and future directions.", Human Factors & Ergonomics in Manufacturing, 14(4), pp.331~352 (2004)
- Levesque L. L, "Cognitive divergence and shared mental models in software development project teams.", Journal of Organizational Behavior, 135(144) (2001)
- MacMillan, J, "Communication overhead: The Hidden cost of team cognition. "Team cognition"", pp.61~82 (2004), Washington, DC: American Psychological
- Michaelsen, L. K., "Team-based learning in large classes. "Team-based learning in large classes."", pp.153~168 (2004), Sterling, VA: Stylus Publishing.
- Michaelsen, L. K, "Team-based learning: A transformative use of small groups in college teaching." (2004), Sterling, VA: Stylus Publishing.
- Orvis, K. L., "Computer-Suported Collaborative Learning: The Role of the Instructor. "Teaching and Learning with Virtual Teams."" (2006), Hershey, PA: Idea
- Salas, E, "Toward an understanding of team performance and training. "Teams"", pp.3~29 (1992), Norwood, NJ: Ablex.
- Stout R. J, "Planning, Shared Mental Models, and Coordinated Performance: An Empirical Link Is Established.", Human Factors, 41(1), pp.61~71 (1999)
- Tu, C, "The measurement of social presence in an online learning environment.", International Journal of E-Learning,, 1(2), pp.34~45 (2002)