대형 온라인 강좌에서의 학습자간 상호작용과 협력적 지식형성 분석
Analysis of Learner-Learner Interaction and Collaborative Knowledge Construction in a Large Online Course
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초록
본 연구는 웹기반 게시판을 활용한 대형규모의 온라인 학부 교양강좌를 대상으로 학습자간 상호작용 유형과 협력적 지식형성 단계에 대한 분석을 통해 대형 강좌에서의 온라인 토론 활용의 가능성을 탐색하고 교육적 의의를 설명하고자 하였다. 온라인 메시지, 인터뷰, 강의평가를 통해 자료가 수집되었고, 내용분석을 통해 분석이 이루어졌다. 연구결과 인지적, 초인지적중심 상호작용 유형이 나타났고, 협력적 지식형성 단계도 의미조정이나 지식의 협력적 구성과 같은 높은 단계가 비교적 높게 나타나 온라인 토론 활용의 긍정적 효과를 뒷받침하였다. 그러나 지정된 토론기간과 상관없이 자신의 스케줄에 따라 단기간 내에 할당된 의무 메시지 수를 한꺼번에 탑재하고 토론 기간 대부분의 시간을 방관적 자세로 참여하는 수렴적 참여형태와 지속적으로 응답을 제기하면서 토론을 발전시키기 보다는 일회적인 응답 제시로 상호작용을 종료해 버리는 연속적 독백(serial monologue)이 대부분의 상호작용을 차지하는 것으로 나타났다. 이와 관련하여 토론 질문과 평가 준거가 학습자간 상호작용, 참여 형태 및 협력적 지식형성 단계에 의미 있는 영향을 미치는 변인으로 설명되었다.
Abstract
This case study explored the possibility of online discussion in a large course and confirmed its educational significance by analyzing patterns of learner-learner interaction and the phase of collaborative knowledge construction. An undergraduate large online course using web-based bulletin board in A University was chosen for this study. The data were gathered by various methods in order to validate the findings of the study and content analysis was employed to analyze data. The results could be summarized as follows: (1) Students posted required messages in a short time around the due-date and did not post any messages during other times within the restricted time. (2) Most interactions were one-way (replying to previous message) rather than two-way (replying to the reply). (3) There was a comparatively high portion of higher phase of collaborative knowledge construction and metacognitive interaction. (4) Discussion question and evaluation criteria influenced the pattern of interaction and participation, and collaborative knowledge construction.
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