면대면 학습 환경과 온라인 실시간/비실시간 학습 환경에서의 상호작용 패턴 분석
An analysis of interaction patterns in face-to-face and online synchronous/asynchronous learning environments
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초록
온라인 교육이라는 새로운 교육환경은 면대면 교육환경과는 다른 특성들을 가지고 있으며 따라서 그에 맞는 이론을 필요로 한다. 하지만 온라인 교육의 성공에 영향을 미치는 주요 요인인 온라인 상호작용에 대한 연구가 미흡한 상태이며 따라서 면대면 상호작용의 이론들이 새로운 온라인 환경에 그대로 적용이 되고 있는 실정이다. 따라서 본 연구는 질적 연구를 통하여 온라인 학습 환경에서의 상호작용과 면대면 학습상황에서의 상호작용이 어떻게 다른지 내용분석과 패턴분석을 해 봄으로써 두 학습 환경에서의 상호작용의 차이점을 규명하여 온라인 학습을 위한 상호작용 설계의 기초연구를 제공하는 것을 목적으로 하고 있다. 본 연구를 위해 이론적 검토를 거쳐 상호작용에 대한 내용분석을 위해 사회·정의적, 인지적, 초인지적의 세 가지 범주로 구분된 코딩체제와 갈등극복 패턴을 분석하기 위한 코딩체제 등 두 가지 유형의 코딩체제를 개발하여 사용하였다. 연구결과는 면대면 학습 환경이 과제수행과 관련 없는 상호작용을 많이 보였으며 온라인 학습 환경에서는 비언어적 정보의 유실에 의한 사회·정의적 상호작용에 많은 시간을 투자하는 현상을 보여 주었다. 실시간 상호작용의 경우는 의사과정에 대한 명료화를 위해 많은 노력을 하였고 논리성과 근거에 바탕을 둔 논의보다는 표면적인 의사진행을 위한 상호작용을 많이 보여 주었다. 반면에 비실시간 상호작용의 경우는 의사진행이 즉각적으로 이루어지지 않아 과제수행에 대한 우려와 이로 인한 상호 격려 활동이 많이 관찰되었고 특히 발산적 사고의 심도 있는 논의가 이루어지고 있음을 관찰 할 수 있었다. 갈등극복 과정에 있어서도 실시간 상호작용에 있어서는 쉽게 합의에 도달하는 반면에 비실시간 상호작용에 있어서는 의사결정에 있어서 많은 어려움을 보여주고 합의가 아닌 투표에 의한 강요된 의사결정이 이루어지기도 하였다. 이 연구 결과는 학교현장의 수업설계 과정에서 학습목적과 과제에 따라 면대면과 온라인 그리고 실시간과 비실시간 상호작용을 적절히 선정할 수 있는 기초 자료를 제공해 줄 수 있을 것이다.
Abstract
The purpose of the study was to provide information for designing interactions in online learning environments by analysing interaction patterns in face-to-face and online synchronous/ asynchronous learning environments. The two coding schemes were developed based on literature review. The first coding scheme was composed of three categories: socio-emotional, cognitive, and metacognitive. The second coding scheme was composed of seven sub-categories for the processes of overcoming conflict. The descriptive results indicated that the subjects showed more non-task oriented interactions in f2f learning environments. The subjects invested more time for socio-emotional interactions in online learning environments do to losing non-verbal communication information. The subjects made efforts for clarifying the meaning of communication and argued superficially in synchronous interaction. However, the subjects were observed encouraging each other more because they worried about achieving a learning task in asynchronous interactions. They also showed more divergent thoughts and argued with enough evidences and logic. On one hand, the subjects reached the negotiated decision making easily in synchronous interaction, on the other hand, the subjects showed some trouble in reaching the negotiated decision making and made decision making by vote. The results of the study could provide teachers with descriptive information about how to design interactions using synchronous and asynchronous interaction strategies in online learning environments.
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