웹 기반 문제중심학습에서 상호작용과 성취도에 대한 학습실재감의 예측력 검증
Testing the Predictability of the Learning Presence on Interactions Among Students and Students' Academic Achievement in the Web-Based Problem Based Learning Environment
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본 연구는 웹 기반 문제중심학습에서 학습실재감의 상호작용과 성취도에 대한 예측력을 분석하기 위해 서울에 소재한 A 대학의 교육계열 전공기초과목 수강생을 대상으로 약 한 달 간 실시되었다. 모든 설문과 과제에 빠짐없이 참여한 47명의 자료와 웹 기반 문제중심학습 게시판을 통해서 비동시적으로 일어난 학습자 상호작용이 분석에 사용되었다. 이 때, 학습실재감은 인지적․사회적․감성적 실재감이라는 하위요소로, 상호작용은 수신․발신 횟수와 과제지향적․관계지향적 메시지의 교환 정도로, 성취도는 개인 성취도와 팀 성취도로 나뉘어 측정되었으며, 상관분석과 다중 회귀분석을 통하여 변인들 간의 관계와 예측력이 분석되었다. 연구 결과, 학습실재감의 하위 요소중 사회적 실재감은 학습자간 수신․발신 메시지 횟수, 관계 지향적 메시지의 수 그리고 팀 성취도를 유의미하게 예측하였다. 또한, 학습실재감 전체는 개인 성취도를 유의미하게 예측하는 반면,인지적․감성적 실재감은 상호작용과 성취도를 유의미하게 예측하지 못하는 것으로 분석되었다. 인지적 실재감이 상호작용과 성취도 그 어느 것에도 유의미한 영향을 미치지 못하는 것으로 분석된 것은 선행연구와는 다른 결과로 추후 반복 검증의 필요성을 시사하고 있다. 본 연구 결과는 웹 기반 문제중심학습의 효과성 향상을 위해서는 학습자의 사회적 실재감을 먼저 높여 주어야 할 필요성을 제안하며, 개인과 팀 성취도 향상을 위해서는 사회적 실재감을 비롯한 학습실재감 전체를 높여 주기 위한 전략이 수립되어야 함을 제안하고 있다.
Abstract
This study was conducted to examine whether the learning presence predicts interactions among students and their academic achievement in a web-based problem based learning (PBL) environment. The researchers exposed students from a number of education programs to a web-based problem based learning environment for a month, and measured their perceived learning presence, interactions and academic achievement. Correlational and multiple regression analysis were employed to determine the relationships among these variables. The findings indicated that the level of perceived social presence affected the way students interact and their team academic achievement in the web-based PBL environment. Findings also revealed that students' learning presence affected student's individual academic achievement but did not make any significant prediction to the team academic achievement nor the way students interact. In contrast to the findings of previous studies, the cognitive presence did not predicted the interactions among students and the students' academic achievement in the web-based PBL. The results of this study supported the importance of establishing learning environments where students can actively interact and feel social and emotional presence to ensure higher academic achievement in the web-based PBL environment. Further studies using diverse web-based PBL contexts were suggested to provide more accurate predictability of the learning presence on interactions among students and students' academic achievement.
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