웹기반 소집단 협력학습에서 학습자 성격 특성과 상호작용자 유형에 따른 학습결과 분석
The Analysis of Learning Outcomes based on Learners' Personality Types and Interactor Styles in Web-based Small group Collaborative Learning
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초록
본 연구는 웹기반 소집단 협력학습에서 학습자의 성격 특성(내향성 집단, 외향성 집단, 내/외향성 혼합 집단)과 상호작용자 유형(직접적 상호작용자, 대리적 상호작용자, 활동자, 비관여자)에 따른 학습결과(학업성취도, 협력학습 참여도, 협력학습 만족도)를 알아보기 위해 서울 D대학 학생 58명이 참여한 웹기반 소집단 협력학습을 분석한 결과이다. 본 연구 결과를 요약하면 다음과 같다. 첫째, 학습자의 성격 특성에 따른 웹기반 협력학습 결과를 다변량분석과 사후검증을 통해 살펴본 바에 의하면, 학업성취도는 내향성 집단이 가장 높고, 협력학습 참여도에서 글을 게시한 수와 글을 조회한 수는 외향성 집단이 가장 많았으며, 학업성취도와 협력학습 참여도에서 내향성 집단, 외향성 집단, 내/외향성 혼합 집단의 세 집단 간에 유의미한 차이가 있는 것으로 나타났다. 둘째, 학습자의 성격 특성에 따른 웹기반 협력학습 결과로 만족도에서 자기 평가와 동료 평가는 세 집단 간의 유의미한 차이가 없는 것으로 나타났다. 셋째, 상호작용자 유형에 따른 웹기반 협력학습 결과 중 학업성취도는 대리적 상호작용자, 활동자, 직접적 상호작용자, 비관여자 집단 순으로 높게 나타났으며 네 집단 간에는 유의미한 차이가 있는 것으로 나타났다. 넷째, 상호작용자 유형에 따른 웹기반 협력학습 결과로 만족도에서 자기 평가 결과는 네 집단 간에 유의미한 차이가 있었으나, 동료 평가는 유의미한 차이가 없는 것으로 나타났다. 연구 결과를 종합해보면 일반적인 면대면 토론 상황과 마찬가지로 웹기반 소집단 협력학습에서 참여도 측면에서 외향적인 학습자들이 활발히 참여하였으며, 학업성취도 측면에서는 내향적 학습자와 대리적 상호작용자가 높은 경향을 나타냈는데, 향후에는 대리적 상호작용자의 특성에 관한 좀 더 심도있는 논의를 통해 학습자의 다양한 성향을 파악하고 그 성향에 적합한 웹기반 소집단 협력학습을 유도할 필요가 있다.
Abstract
The purpose of this study was to investigate how the learners' personality (introversion/ extroversion/ mixed introverted and extroverted) and interactor styles(direct interactor/ vicarious interactor/ actor/ non-actor) affect the students' collaborative learning results(achievement/ participation/ satisfaction) in web-based small group collaborative learning. Fifty-eight university students participated in web-based small group collaborative learning on topics related to effective instructional methods. The results of this study were as follows: First, the learning achievement score based on learners' personality types that introverted learners group showed much more high results than extroverts group and mixed group. Meanwhile, extroverts group recorded much more participations than other two groups. This study found that the learners showed statistically significant differences in their learning achievement scores and participation interactions among three groups. Second, there were no significant differences among three groups on satisfaction. Third, the learning achievement score based on interactor styles that vicarious interactor group obtained the highest score among four groups, actor group the second highest score, and non-actor group the lowest score. There were statistically significant differences in their learning achievement scores. Finally, in result of the satisfaction analysis based on interactor styles that there were statistically significant differences among four groups on self evaluation. On the other side, there were no significant differences among four groups on peer evaluation. To sum up results of the study, in web-based small group collaborative learning, both extroverted learners and direct interactors exhibited more active participation. The other side, introverted learners and vicarious interactors group obtained the highest learning achievement score, next to actors the second highest score. In conclusion, further study should be conducted how stimulated learning results by vicarious interactor and what other instructional design factors and supporting strategies should add into web-based small group collaborative learning.
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