컴퓨터 그래픽수업에서 STAD모형을 이용한 웹 기반-협동학습의 효과

Abstract

This study aims to identify the effect of Web‐Based STAD cooperative learning utilized in computer graphic instruction on learners’ attitudes toward instruction, their achievements and satisfaction. In order to achieve the purpose of this study, the following specific research questions were selected: Research Question 1: Is there any difference among three groups in computer graphic instruction by types of learning? Research Question 2: Do academic achievements of three groups in computer graphic instruction vary with types of learning? Research Question 3: Do levels of satisfaction with computer graphic instruction differ among three groups? The subjects of this study were 96 students of 3 classes who are attending “Photoshop(III)”, one of the courses of ‘Practical Computer’, which is currently a required cultural subjects of P University in 2005. The experimental study was carried out dividing those students into three groups: an existing learning group where its members are composed by the STAD instruction model; a project cooperative learning group where its constituents were selected by the STAD instruction model and performed a joint work; and a feedback cooperative learning group where each member performs tasks individually but feedbacks are exchanged only within the group. All three groups received face‐to‐face instructions from professors while learning through data, assignment, and Q & A boards. Two of three groups, which were constituted by the STAD cooperative learning teams with each team consisting of four members, performed all the cooperative learning activities through chat, discussion, and team learning rooms. Web‐based computer graphic instruction were given for 8 weeks in total except the orientation session.