온라인 협동학습 환경에서 사회적 실재감, 집단자존감, 집단응집력 및 학업 성취 간의 구조적 관계 분석
Analyzing the Structural Relationships among Social Presence, Collective Self-esteem, Group Cohesion, and Academic Achievement in Online Cooperative Learning Environments
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초록
본 연구는 온라인 협동학습 환경에서 학습자의 사회적 실재감, 집단자존감, 집단응집력 및 학업 성취 간의 구조적인 관계를 분석하였다. 이를 위하여, 서울 소재 A대학과 경기 소재 B대학에서 교직과목을 수강하는 193명의 대학생을 대상으로 사회적 실재감, 집단자존감 및 집단응집력 검사를 각각 실시하였고, 이들은 모두 4주 간의 온라인 협동학습 활동에 참여하였다. 본 연구의 주요 연구 결과를 살펴보면, 학습자의 사회적 실재감에 대한 인식이 긍정적일수록, 집단응집력 수준도 높게 나타났다. 둘째, 학습자의 집단자존감에 대한 인식은 집단응집력에 유의한 효과를 가지지 않는 것으로 나타났다. 셋째, 학습자의 집단응집력은 학습자의 사회적 실재감과 학업 성취 간의 관계를 완전 매개하였다. 이러한 연구 결과는 학습자의 사회적 실재감의 수준 및 특성을 고려하여 집단응집력을 강화할 수 있는 교수전략을 개발하고, 교수설계에 반영할 필요가 있다는 것을 함의한다.
Abstract
The purpose of this study was to explore the structural relationships among learners’ perception of social presence, collective self-esteem, group cohesion, and academic achievement in online cooperative learning environments. For this purpose, this study examined responses of 193 undergraduate students enrolled in two universities. They participated in online cooperative learning activities for four weeks in courses on instruction and learning. First, the results indicated that learners with higher perception of social presence showed higher levels of group cohesion. Second, it was discovered that there were no significant effects of learners’ collective self-esteem on their group cohesion. Third, learners’ perception of group cohesion fully mediated the relationship between their perception of social presence and academic achievement. The overall findings suggest that teachers or instructional designers should develop teaching and instructional design strategies to facilitate learners’ group cohesion effectively by increasing their perception of social presence.
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