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웹기반 PBL환경에서 공유지식 형성에 영향을 미치는 팀 학습활동 특성 규명

Identifying Characteristics of Team Learning Behavior for Shared Knowledge Building in the Web-based PBL

강명희|김혜정
한국교육공학회 (Korean Society Of Educational Technology)|2011.09|교육공학연구 (Journal of Educational Technology)|제27권 제3호|pp. 561-597

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키워드

Team Learning Behavior웹기반 PBL공유지식팀 학습활동팀 수행수준공유지식구조팀 멘탈모델Web-based PBLShared Knowledge BuildingShared Menatal Model
주제분류교육학

초록

본 연구는 웹기반 PBL에서 관찰되는 공유지식 형성의 과정을 팀 학습활동을 기반으로 분석하고, 더 나아가 학습과정에서 형성된 팀 공유지식구조(유사성, 정확성)와의 관련성을 규명하여 성공적인 웹기반 협력학습의 설계와 운영을 위한 초석 마련을 목적으로 하였다. 이를 위해 서울 소재 A대학의 사이버 강의를 수강한 79명을 대상으로 6주간 웹기반 PBL을 시행하고, 수행수준 별로 4개 팀을 선정하여 사례연구를 진행하였으며, 학습과정에서 발생한 동시, 비동시 상호작용 메시지를 포함한 다양한 학습활동 자료를 수집하여 팀 학습활동의 특성을 분석하였다. 자료 분석은 첫째, 근거이론(grounded theory)을 적용, 지식공유 과정에서 관찰된 학습활동 요소를 분석하였으며, 둘째, 수행수준이 다른 4개 팀을 대상으로 연구과정에서 개발된 공유지식형성활동 분석틀에 기초하여 팀 학습활동의 양적, 질적 차이를 분석하였다. 셋째, 팀 학습활동의 특징과 공유지식 형성과의 관련성을 확인하기 위하여 Pathfinder 네트워크 분석 프로그램을 활용하여 공유지식구조의 유사성과 정확성을 비교 분석하였다. 연구결과, 팀 수행수준에 따라 팀 학습활동의 패턴과 메시지의 양적, 질적 측면에서는 유의한 차이가 있는 것으로 확인되었으며, 팀 학습활동의 특성은 공유지식 구조의 유사성과 정확성에 영향을 미치는 것으로 분석되었다. 본 연구는 이같은 연구결과를 바탕으로 웹기반 협력학습에서 학습수행과 공유지식형성의 촉진하는 학습 환경설계와 학습운영 전략개발을 위한 제언을 제공하고 있다.

Abstract

The purpose of this study is to search the ideas for design and applying of effective and efficient web-based PBL environment based on the identifying of team learning behavior factors and examining the comprehensive process of shared knowledge building that have impacts on learning outcomes. For this purpose, a course from a virtual campus of the university located in Seoul was chosen to collect and analyze the relating data. The underlying design of this course was based upon the PBL theories and practices. Five to six students were randomly assigned to form fourteen teams working in the web-based PBL for 6 weeks. During the web-based PBL process, characteristics of shared knowledge building of each team was observed with the collections of synchronized and asynchronized interaction messages. In order to identify team differences in the team learning behavior, the two higher performance groups and two lower performance groups were selected, and their learning behaviors were comparatively analyzed based on the team's performance outcomes. The major finding this study are as follow. first, there have been the qualitative and quantitative differences in diversity, density and representational method of the discussed messages according to learning performance level. second, frequency of the team learning behavior and interaction for making social relationships strongly correlated with similarity of the shared team knowledge structures. In addition, the accuracy of shared team knowledge structures correlated with the learning behaviors, for example, generating and discussing ideas to achieving meaningful solutions in the problem solving process.

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