대학 프로젝트 수업 환경에서 분업화, 상호작용, 공유정신모형이 팀 수행성과와 개인 학습에 미치는 영향
Effects of Role Division, Interaction, and Shared Mental Model on Individual Learning and Team Performance in a University Classroom
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초록
본 연구의 목적은 공유정신모형 이론의 관점에서 대학 프로젝트 기반 수업의 팀 활동과 성과와의 관계를 조망하는데 있다. 이러한 연구 목적을 위해 공유정신모형 및 팀 내 분업화, 팀원 상호작용 등 관련 문헌을 분석, 연구가설을 제시하였다. 가설 검증을 위해 총 15개 팀 57명의 여자 대학생들이 피험자로 참여하였다. 경로분석의 결과, 1) 팀 내 과제 분업화 수준은 팀원 상호작용 빈도의 감소를 예언하였고, 2) 팀원의 상호작용 빈도는 팀원 관련 공유정신모형 발달 수준을 정적으로 예언하였으며, 3) 팀원 관련 공유정신모형 발달 수준은 팀 과제 수행 수준을 정적으로 예언하였다. 반면, 팀원 상호작용과 과제 관련 공유정신모형 발달 수준, 그리고 이 과제 관련 공유정신모형 발달 수준과 팀 과제 수행 수준과의 관련성은 발견되지 않았다. 또 팀 과제 수행 수준은 개인 학습 성과를 예언하지 못하는 것으로 나타났다. 이러한 연구 결과를 바탕으로 대학 프로젝트 기반 수업의 효과적 운영에 관한 시사점을 제시하였다.
Abstract
The purpose of this study was to investigate the cognitive mechanism of project-based learning teams on the basis of the Shared Mental Model theory. To pursue the purpose, several hypotheses were developed based on relevant literature. Fifteen (15) project teams composed of 57 female college students in Korea were participated in this study. For the tests of multivariate parameters, a Path Analysis method was employed. Major findings are; 1) As hypothesized, member interaction was a strong predictor for team-related SMM but not for task-related. 2) The level of the team's division of labor reduced member interactions. 3) Team-related SMM, but not task-related SMM, was associated with team performance. 4) Team performance did not influence individual student's learning. Based on the results, theoretical and practical implications are discussed.
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