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웹 기반 하이퍼텍스트 학습에서 협동학습, 그래픽 조직자와 공유인지가 메타인지와 작동기억 부하 분산 및 상황모형 구축에 미치는 효과

Effects of Cooperative Learning, Graphic Organizers, and Shared Mental Models on Learners' Situational Model Construction, Distribution of Working Memory, and Metacognition in Web-based Hypertext

김회수
한국교육공학회 (Korean Society Of Educational Technology)|2011.06|교육공학연구 (Journal of Educational Technology)|제27권 제2호|pp. 289-315

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키워드

협동학습메타인지graphic organizers그래픽 조직자cooperative learning하이퍼텍스트hypertext작동기억 부하 분산효과working memory load distributionmetamemory
주제분류교육학

초록

본 연구는 대학생 107명을 대상으로 개별적 하이퍼텍스트 학습조건과 협동적 하이퍼텍스트 학습조건에서 작동기억 부하 분산효과, 개인적 메타인지 효과의 감소 여부, 그래픽 조직자 유형(부분완성 그래픽 조직자, 완성 그래픽 조직자)에 따른 집단 구성원의 공유 정신모형의 차이 및 사후성취도 차이를 검토하였다. 연구결과, 개별학습에 비해 협동학습은 작동기억 부하를 분산시키는 효과가 있는 것으로 나타났다. 또한 개별학습조건에서는 개인적인 메타인지가 사후 성취도에 영향을 미칠 가능성이 있지만, 협동학습조건에서는 개인적인 메타인지가 사후성취에 영향을 미치지 못하는 것으로 나타났다. 그래픽 조직자의 효과와 관련하여 개별학습조건에서 그래픽 조직자 유형에 따라 사후성취에 차이가 없었으나, 협동학습조건에서 완성 그래픽조직자 집단만이 통제집단에 비해 사후공유 정신모형점수가 의미 있게 높은 것으로 나타났다. 이는 완성그래픽 조직자가 부분완성 그래픽 조직자에 비해 공유 정신모형 형성에 더 효과가 있다는 것을 의미한다. 이상의 연구결과를 토대로 연구와 실천에 관한 시사점을 논의하였다.

Abstract

This study examined 1) whether students' working memory loads were distributed in cooperative learning situations; 2) whether the influence of individual metamemory on students' achievement decreased; and 3) which graphic organizer was better for building shared mental models among members of groups and enhancing their cooperative learning of the hypertext. The graphic organizers used in this study were complete or partially complete in form. The subjects consisted of 107 undergraduate students randomly sampled from a university in the Republic of Korea. The subjects were given three working memory tests to measure their central executive, phonological loop and visuo-spatial sketchpad capacities, a metamemory survey, and a pretest of the learning task prior to the experimental treatment. The experimental design of the study was a 2 (individual vs. cooperative) X 3 (complete graphic organizer vs. partially complete vs. no graphic organizer) factorial pretest-posttest control group design. The subjects were randomly assigned to four experimental groups and two control groups. The research findings showed that students’ working memory did not have any effects on their achievement for cooperative learning of hypertext unlike the individual learning condition. Secondly, students’ individual metamemory had no influence on their achievement of hypertext in cooperative learning conditions even though it had positive effects in individual learning situations. Finally, although there were no significant differences in achievements among both graphic organizer groups and the controlled group under the individual learning situations, the complete organizer group showed higher levels of similarity in their shared mental models than the other two groups in cooperative learning conditions. This paper discussed some practical and research implications on the basis of the research findings.

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