컴퓨터 기반 협력적 문제해결에서 그룹조절 활동에 따른 군집별 학습과정과 결과
Learning Process and Outcomes of Group Regulation Clusters in Computer-Supported Collaborative Problem Solving
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초록
컴퓨터 기반 협력적 문제해결에서 효과적인 학습을 위해서 공동으로 목표를 세우고, 학습 과정을 점검 및 조절하고, 결과물을 평가하는 그룹조절이 필요하다. 본 연구에서는 컴퓨터 기반 협력적 문제해결에서 인지적, 사회적, 환경적 측면에서 이루어지는 그룹조절 활동에 따라 군집을 나누고 학습의 과정과 결과에 어떠한 차이가 있는지 탐구하였다. 서울 소재 대학교의 교직과목을 수강하는 학습자들(n=45)이 연구에 참여하였으며, 온라인에서 3주 동안 사이버 학교폭력에 관한 문제를 협력적으로 해결하였다. 본 연구에서는 그룹조절 활동에 따라서 세 유형의 군집을 발견하였다. 과제조절 군집에서는 과제 수행과 직접적으로 관련된 인지와 환경에 관한 조절활동이 활발하게 나타난 데 반해서, 사회조절 군집에서는 구성원들 간의 친밀도와 사회적 관계 형성을 위한 조절활동이 상대적으로 많이 나타났다. 그리고 인지적, 사회적, 환경적 측면의 그룹조절 활동이 모두 활발하게 이루어진 전반조절 군집이 있었다. 이 세 군집들은 협력적 문제해결 과정에서 새글과 코멘트 작성과 조원들 간의 채팅 빈도에 있어서 유의미한 차이를 보였다. 그리고 사후검사의 공유된 지식 점수에 있어서 세 군집들 간의 차이는 유의미한 수준에 근접하였다. 이러한 연구결과를 이용하여 컴퓨터 기반 협력적 문제해결에서 그룹조절을 지원하는 맞춤형 도구와 자원을 개발할 수 있을 것이다.
Abstract
For effective learning in computer-supported collaborative problem solving, students should be engaged in group regulation activities in which they jointly set a goal, monitor and regulate learning process, and evaluate group performance. This study explored group regulation clusters in cognitive, social, and environmental aspects and investigated differences in learning process and outcomes by the group regulation clusters in computer-supported collaborative problem solving. In this study, pre-service teachers (n=45) at a university in Seoul participated through collaboratively solving an authentic problem of cyber bullying in the online learning environment for three weeks. This study found three group regulation clusters: task-oriented regulation, socially-oriented regulation, and all-round regulation. The task-oriented regulation cluster focused on the task-related cognitive and environmental regulation activities, whereas the socially-oriented regulation cluster was actively engaged in building intimate and close relationships with group members. The all-round regulation cluster showed high engagement in all of the cognitive, social, and environmental group regulation activities. There were significant differences in the frequencies of new writing, comments, and chatting for collaborative problem solving among the three clusters. In addition, there was a marginally significant difference among the three clusters in regard to shared knowledge of cyber bullying at the post-test. These findings can be used for developing tools and resources for adaptive support on group regulation in computer-supported collaborative problem solving.
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