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참여적 실시간 이러닝 환경에서 학습자의 정서, 정서 조절전략이 학습참여 및 학습성취도에 미치는 영향: Facebook환경을 중심으로

Influence of Experienced Emotion and Emotional Regulation to Learning Activity and Learning Achievement in Synchronous Participative Environment: Focusing on Facebook Environment

이인숙
한국교육공학회 (Korean Society Of Educational Technology)|2014.09|교육공학연구 (Journal of Educational Technology)|제30권 제3호|pp. 413-442

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참고문헌

키워드

정서조절정서페이스북emotionemotional regulation학습참여학습성취도소셜네트워크서비스(SNS)learning achievementsocial network servicelearning participation참여적 실시간 이러닝정서 발생 요인
주제분류교육학

초록

본 연구는 실시간 협력적 참여가 가능한 Facebook 환경에서 학습자의 정서 발생 요인을 확인하고 정서, 정서조절전략 및 학습참여, 학습성취도의 관계를 규명하고자 하였다. 사용된 변인은 정서는 Bradley와 Lang (1994)이 제시한 기분, 각성과 통제, 정서조절은 Gross와 John(2003)의 재해석과 억제 전략을 적용하였다. 서울 소재 대학에서 31명의 학부생을 대상으로 2012년 2학기 한 학기 동안 13개의 토론 주제가 페이스북에서 교실수업과 연계된 심화․추가 활동의 목적으로 운영되었다. 정서를 야기하는 주된 요인을 범주별 매트릭스 방법을 통해 도출하였다. 정서, 정서조절전략을 넣어 다중선형 회귀분석을 실시하여 실시간 학습참여를 설명하는지, 정서, 정서조절전략, 실시간 학습참여도를 넣어 다중선형 회귀분석을 실시하여 소집단과제 학습성취도를 설명하는지를 확인하였다. 실시간 협력적 참여가 가능한 이러닝 환경에서 ‘과제활동’과 ‘상호교류’는 정서를 야기하는 가장 강력한 요인이었다. 경험하는 정서는 테크놀로지 환경보다는 교수-학습 운영의 방법과 전략에 기인하는 바가 더 컸다. ‘공개/공유’도 긍정적 정서를 느끼게 해주는 요인으로 보고되는 경향이 있었다. ‘억제’전략과 실시간 ‘개별적 토론주제 참여’가 소집단과제의 학습성취도를 유의미하게 설명해주는 것으로 나타났다. 첫째, 페이스북 활동 중 경험하는 ‘기분’이 협력활동의 적극성을 정적으로 예측함을 고려할 때, ‘쾌’ 정서를 높이기 위해서는 비평적으로 자신의 정서를 느끼게 하는 기회 제공 전략의 효용성을 제안할 수 있겠다. 둘째 실시간 협력적 활동 과정에서 경험하는 정서가 소집단 과제를 해결하는 토론과 협의과정의 참여를 일부분 결정해주는 요인임을 알 수 있다. 마지막으로 과정의 설계가 특정 도구나 미디어의 선택보다 중요하며 소셜네트워크서비스를 통한 학습의 설계는 더 이상 교수자의 정보 전송과 학습자의 정소 소비의 패러다임이 아니라 협력과 공유의 패러다임에 초점을 두어야 할 것이다.

Abstract

This research investigated the causes of emotions experienced in a synchronous participative learning environment (Facebook) and the relations among emotions, emotional relations, learning participation, and learning achievement. The factors in emotions have included valence, arousal, and control suggested by Bradley and Lang (1994). The emotional control has included reappraisal and suppression by Gross and John (2003). To foster college students’ discussion and collaboration after the regular classroom sessions in the second semester of 2012, 13 different discussion topics were operated on Facebook in a course of Educational Technology. Each discussion was expected to be over within one week. Data was analysed through qualitative content analysis and multiple linear regression analysis. Participants in a synchronous participative learning environment tended to experience positive emotional feelings, which were significantly revealed from instructional design factors such as discussion activities and sharing ideas, and social relations they developed in Facebook activities. The result also revealed that ‘valance’ impacted on participation in team project related discussions. Considering its impact and significant causes of emotions, emotionally positive instruction design of discussion activities, team activities, and strategies for idea sharing and opening is highly suggested to enhance positive ‘valance’. The result also demonstrated that learners who actively participated in Facebook achieved higher team project results. This study suggests that, rather than selecting specific tools and media, there may be benefits in learners designing learning processes; Instructional design for learning in social network service environments should be focused on social interaction based on collaboration and sharing paradigm, rather than instructors’ information transmission and learners’ consumption paradigm.

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