대학 수업에서 블로그 기반 학습활동이 인지 조절 능력 활용에 대한 학습자 인식에 미치는 영향
The effects of Blog Use on Learners' Perception about Regulation of Cognition in a College Course
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블로그 사용의 확산과 관련 기술들의 발달로 인하여 블로그를 교수-학습을 위한 도구로 이용하려는 노력들이 지속적으로 진행되고 있다. 그러나 블로그와 관련된 현재까지의 연구물들은 블로그가 제공하는 기능들을 다양한 교수-학습의 장면에 적용할 수 있을지에 대한 탐색적 연구가 주를 이루었다. 블로그의 기본적인 기능인 글쓰기와 댓글달기 등의 활동들은 학습자들의 비판적인 사고기능과 성찰적인 학습을 요구한다는 점에서 실증적인 탐색의 대상이 될 수 있다. 따라서, 본 연구에서는 블로그를 활용한 대학수업에서 학습자들의 블로그 이용행태가 학습자가 인식하는 초인지적 조절활동에 어떠한 영향을 미치는 지를 분석하고자 하였다. 42명의 대학생들을 대상으로 실시된 멀티미디어 컨텐츠 개발 수업의 보조도구로 개별적인 블로그의 활용을 한 학기동안 실시하고, 개별 학습자의 블로그 행태(글쓰기 주기, 글쓰기 유형)에 따라 인지 조절활동(계획, 점검, 평가)에 대한 학습자의 인식에 영향이 있는지를 분석하였다. 분석결과 주기적으로 블로그에 글을 게시하는 학습자 집단이 간헐적 글쓰기 집단과 일시적 글쓰기 집단과 비교하여 점검 능력의 활용정도에 높은 지각을 하고 있었다. 또한 블로그에 자신의 글을 직접 쓰는 학습자 집단이 관련된 내용을 스크랩 하는 학습자 집단에 비해 점검과 평가 능력에서 높은 지각정도를 갖는 것으로 나타났다. 이러한 결과는 블로그의 활용이 학습자들의 초인지 관련 기능들을 촉진하는데 도움이 될 수 있는 것으로 해석될 수 있으며, 의미있는 학습의 도구로써 활용될 수 있는 가능성을 제시해준다고 할 수 있다.
Abstract
Blog has drawn increasing attention in that it could include diverse types of information and share personal opinion, story with the literally infinite number of audience. With respect to these characteristics of blog, many attempts have been made for applying blog use to educational purposes. Regardless of such attempts, there are few studies that suggest empirical relationships or effects of blog use and learning. A number of previous studies pointed out that one of the most important potential of blog for instructional purpose is facilitating critical thinking and reflective learning through publishing learner's own idea and/or through sharing ideas with other bloggers. Thus, in this study, we attempted to explore the effect of blog use on the student's perceived metacognitive awareness. 42 college students who enrolled in a multimedia development course participated while they used individual blog as their learning tool that enable them to post, comment, scrap relevant information and ideas for their learning. At the end of the semester, the participants scored their perceived metacogntive awareness and its result were analyzed by their blog use patterns(i.e, posting span and posting type). The result shows that regular posting group revealed more higher perception in metacognitive monitoring than non-regular and cram group. In addition, group of students who posted their own writing showed higher scores in metacognitive monitoring and evaluation items that group of students who mainly collected other instructional resources. Such results suggest that using blog for instructional purpose could facilitate learners' use of metacogntive skills. At the same time, more further research are needed to elaborate diverse use of blog for more effective use of blog for teaching and learning.
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