비대면 협력학습 환경에서 자기조절, 협력적 자기조절의 학습성과 예측
Predictability of Learning Outcomes by Self-Regulation and Co-Regulation in Non Face-to-Face Cooperative Learning
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초록
본 연구에서는 비대면 협력학습 환경에서 학습성과를 높이기 위한 수업을 설계하고, 자기조절, 협력적 자기조절이 학습성과를 예측하는지 규명하고자 하였다. 이를 위해 사례기반학습, 보편적 학습설계를 기반으로 비대면 협력학습을 설계하고, 28명의 대학생들을 대상으로 설계한 수업을 적용하였으며, 수업 종료 후 학습자의 설문을 수거하여, 분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 비대면 협력학습 환경에서 자기조절은 협력적 자기조절을 유의하게 예측하지 못하였다. 둘째, 협력적 자기조절은 만족도를 유의하게 예측하였으나, 자기조절은 만족도를 유의하게 예측하지 못하였다. 셋째, 자기조절은 성취도를 유의하게 예측하였으나, 협력적 자기조절은 성취도를 유의하게 예측하지 못하였다. 넷째, 만족도는 성별에 따른 차이가 유의하였으나, 성취도는 성별에 따른 차이가 나타나지 않았다. 본 연구는 비대면 협력학습 환경에서 학습성과를 예측하는 변인을 탐색하여, 비대면 협력학습에 관한 이해를 확장시켰다는 데 연구의 의의가 있다.
Abstract
This study aims to identify whether self-regulation and co-regulation predicted learning outcomes in non face-to-face cooperative learning environments. To do so, this study chose satisfaction and learning achievement for learning outcomes variables. And for learning outcomes prediction, self-regulation and co-regulation were selected. This study designed classes in accordance with the CBL and UDL guidelines and 28 undergraduate students have participated for the execution of this study. The questionnaire survey was given to students at the end of the class and the study analyzed based on the result. The results of this study were as follows: First, self-regulation did not significantly predicted co-regulation in non face-to-face cooperative learning environments. Second, co-regulation significantly predicted satisfaction, but self- regulation did not predict satisfaction, Third, self-regulation significantly predicted learning achievement, but co-regulation did not predict learning achievement. And lastly, satisfaction was associated with gender, but learning achievement was not associated with gender. This study provides its significance in expanding the understanding about the nature of non face-to-face cooperative learning environments.
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