학습과제 유형에 따른 온라인 협력학습 과정
Online Collaborative Learning Process according to Learning Task Types
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초록
본 연구는 학습과제 유형에 따른 온라인 협력학습의 실제 과정을 분석하여 온라인 협력학습 과정에 대한 이해와 설계에 도움이 되고자 실시되었다. 이를 위해 온라인 협력학습 과제의 유형을 크게 지식학습과제와 문제해결과제로 분류한 후, 선행연구를 통해 온라인 협력학습의 과정을 사전활동, 협력학습활동, 사후활동으로 구분하여 살펴보았다. 그리고 학습과제 유형별로 팀을 구성하여 실제 온라인 협력학습을 실시하였고, 온라인 협력학습에서 생성된 메시지를 분석함으로써 온라인 협력학습의 절차와 과정을 살펴보았다. 지식학습과제의 경우 온라인 협력학습의 기간 동안 학습자들의 불균등한 참여, 사전활동과 사후활동의 부족, 학습자들의 낮은 참여율 등의 문제가 나타났다. 문제해결과제는 사전활동의 토대화가 중요한 과정으로 나타났으며, 토대화과정이 부족하거나 잘못 이루어진 팀들은 과제해결 과정에 어려움을 나타냈다. 지식학습과제와 문제해결과제 모두 자발적인 학습자 리더가 등장한 팀의 협력적 과정발생이 보다 수월하고 우수하였다. 온라인 협력학습에서 학습과제 해결을 위해서는 상호작용적인 협력학습활동, 균등한 참여, 사전활동과 사후활동의 발생을 돕는 보다 구조화된 설계와 지원이 필요할 것으로 보인다. 온라인 협력학습 전 학습자들의 리더를 선정하여 활용하는 것이 학습자들의 협력적 과정 발생을 돕는 하나의 방법으로 보인다.
Abstract
The collaborative learning having been applied in face-to-face situation is expanded over time and space with the information and communication technology. As the computer and the communication technology are an unity, the collaborative learning based on constructivism is emphasized more than learning by forming external representation. Though there are many ways to apply technology in instruction, the most powerful thing is to promote the collaboration in the learning situation. Computer has been perceived as a tool to encourage the collaboration and to provide the new environment for it. Especially, online has a potential possibility to change the nature of learning exchanges. Online has characteristics not only to facilitate collaborative activities but to make students collaborators. In online collaborative learning, learning task is an integrated element in course design and an important portion deciding learning design, learning environment and learning process. Thus this study intended to obtain ideas helping online collaborative learning design according to the learning task type, especially promoting collaborative process. For doing this, the types of online collaborative learning task were classified broadly into Problem-Solving Task and Knowledge-Learning Task. After practicing online collaborative learning, the messages being generated during the online collaborative learning was analyzed. Through the analysis, the process of online collaborative learning was examined. In the Knowledge-Learning Task, the problems were found like messages' unevenness during learning period, the lack of pro- and post-activity, the low participation etc. In the Problem-Solving Task, the grounding of the pro-activity phase was revealed an important process. The teams that hadn't have sufficient or right grounding experienced difficulties in the problem-solving process. The teams with voluntary learner leader had easier and better collaborative process. To help problem-solving in online collaborative learning, it is needed to induce collaborative process such as interactive collaborative activity, even participation and pro- and post-activity through design and support.
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