복잡한 과제에서 협력학습 효율성에 대한 정서적 설명: 인지부하이론의 관점에서
An Affective Explanation of Collaborative Learning Efficiency with Complex Tasks: within the Cognitive Load Perspective
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초록
최근 복잡한 과제학습에서 협력학습의 효율성을 집단 효능감이라는 동기요인으로 정서적으로 설명하고자 하는 시도가 제기되었다. Kirschner, Paas와 Kirschner(2011a)는 복잡한 과제로 초래되는 인지적 부담이 협력학습자들 간에 분배될 수 있고, 이로 인해 학습과제의 성공적인 해결에 대한 확률이 높아질 수 있다는 것을 학습자들이 아는 것, 즉 효능감을 바탕으로 협력학습이 개별학습보다 효율적임을 설명하고 있다. 이들은 학습자들의 이러한 믿음을 사전 인지부하로 측정하여, 실제 학습하기 전에 복잡한 과제학습에 있어 협력학습자들이 개별학습자들보다 더 적은 인지부하 투입을 예상하는 결과를 실험적으로 제시하고 있다. 하지만 이들 연구의 결과를 일반화하기에는 협력학습결과 보고 부재, 관련 후속연구의 부재, 그리고 집단 효능감 측정 도구 문제가 제한점으로 판단된다. 따라서 본 연구는 이들 연구의 제한점을 바탕으로 Kirschner, Paas와 Kirschner(2011a)의 연구를 확장해서 복잡한 과제학습에서 협력학습이 개별학습보다 효율적임을 집단 효능감을 바탕으로 정서적인 측면으로도 해석할 수 있는지를 재탐색하고자 한다. 이를 위해 B 여자대학교 이학년 교직과목을 수강한 학생 48명을 4그룹(쉬움개별, 쉬움협력, 복잡함개별, 복잡함협력)으로 나누어, 각 교수조건에서 이들이 학습하기 전에 사전인지부하와 효능감을, 학습한 후에는 테스트와 테스트 인지부하점수를 측정하였고, 측정된 데이터는 일원분산분석과 대비검증 그리고 Mann-Whitney U를 실시하여 분석하였다. 연구결과에 의하면 복잡한 과제에서 협력학습 집단이 개별학습 집단에 비해 보다 낮은 사전인지부하 측정값과 테스트 인지부하 측정값, 그리고 보다 높은 효능감과 테스트 점수를 보여주었다. 이러한 결과는 복잡한 과제학습에서 협력학습의 효율성이 효능감이라는 동기요인으로도 설명이 가능함을 보여주는 결과로 판단된다.
Abstract
A research on an affective explanation of collaborative learning efficiency inspired by research on efficacy has recently been conducted. Kirschner, Paas, and Kirschner(2011a) argued that when learning cognitively demanding tasks, learners who knew that their cognitive capacity could be shared within a collaborating group could have positive effects on their belief that they had in successful task completion. And this belief could explain why collaborative learners outperformed and learned more efficiently on complex tasks than individuals who worked alone. They used pre-cognitive load measurements as an indicator of a learners’ belief in completing a task successfully. However, this study has such limitations as no report on collaborative learning results, no follow-up studies, the utilization of an unusual tool for measuring the efficacy. Thus, based on these limitations, this study aimed to expand their study and re-explore this affective explanation of collaborative learning efficiency with complex tasks within the cognitive load perspective. For this purpose, 48 women’s college students participated in the one of the four groups(easy/individual, easy/collaborative, complex/individual, complex/collaborative) in this study. According to the results, with complex tasks, the collaborative learners showed lower pre-measurement scores of cognitive load and test cognitive load scores, higher efficacy and test scores than the individual learners. These results are thought to indicate that the higher efficiency of collaborative learning with complex tasks could be explained by the affective factor(efficacy).
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