온라인 토론학습에서 목표지향성유형에 따른 동기지원전략이 학습참여와 지식구성단계에 미치는 효과
The Effects of Goal-Oriented Context on Learning Engagement and Knowledge Construction Process in Online Discussion
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본 연구는 온라인 토론학습에서 목표지향성유형에 따른 동기지원전략이 학습참여와 지식구성단계에 미치는 영향을 분석하는데 목적이 있다. 이를 위해 실험은 서울 소재 사이버대학교 84명의 학부생을 대상으로 이루어졌다. 실험집단에는 학습지향목표, 수행지향목표에 따른 동기전략이 제공된 온라인 토론에 각각 배치하였고, 통제집단은 동기지원전략이 제공되지 않은 온라인 토론에 배치하였다. 학습지향목표와 수행지향목표에 따른 동기지원전략의 설계 요인으로 (a) 과제설계, (b) 권위의 배분방식, (c) 평가실행을 달리 제공하였다. 사후검사로 학습참여와 지식구성단계별 메시지빈도수를 측정하였다. 수집된 자료의 통계분석을 위해 두 독립표본 t-검정, 일원변량분석, 공분산분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 목표지향성유형에 따른 학습동기지원전략은 학습참여에 유의미한 영향을 미치지 않았다. 그러나 목표지향성유형에 따른 동기지원전략이 제공된 두 실험집단이 동기지원전략이 제공되지 않은 통제집단보다 학습참여에서 더 높은 점수를 보였고, 통계적으로도 유의미한 차이를 보였다. 둘째, 목표지향성 유형에 따른 학습동기지원전략은 지식구성의 1단계 정보공유단계에서 유의미한 영향을 주었다. 또한, 목표지향성유형에 따른 동기지원전략이 제공된 두 실험집단이 동기지원전략이 제공되지 않은 통제집단보다 2단계 불일치 발견, 3단계 의미협상 및 협력적 지식구성, 4단계 평가 및 수정, 5단계 성찰 및 적용단계에서 통계적으로 유의미한 차이를 보였다. 본 연구결과들에 기초하여, 온라인 토론학습에서 효과적인 학습참여와 고차원수준의 지식구성을 위한 시사점들이 제안되었다.
Abstract
The purpose of this study is to examine the effects of providing types of goal-oriented contexts on learning engagement and knowledge construction process in an online discussion environment. 84 students at a cyber university in Korea were participated in this study. Students in the experimental group worked at the online discussion environment where they received motivation supports with learning-oriented context and the performance-oriented context, respectively. On the other hand, students in the control group worked at an online discussion environment where they did not receive a motivation support. Goal-oriented context included three instructional design elements: (a) task design, (b) distribution of authority and (c) evaluation practice. Dependent variables were learning engagement and the knowledge construction process. Results are as follows: First, no significant difference was found between types of goal-oriented contexts on learning engagement. However, students worked in both goal oriented contexts showed significantly higher scores on learning engagement than those in control group. Second, students in learning goal-oriented contexts showed higher scores on knowledge sharing (phase 1), the first process of knowledge construction than those in performance-oriented contexts. In addition, students in both goal-oriented contexts showed higher scores on other stages of knowledge construction: the discovery and exploration of dissonance or inconsistency among ideas(phase 2), negotiation of meaning/co-construction of knowledge(phase 3), testing and modification of proposed synthesis or co-construction(phase 4) and agreement statement/applications of newly constructed meaning(phase 5). Implications were suggested for effective learning engagement and higher level of knowledge constructions in online discussions.
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