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집단학습 구조의 정교화가 온라인 논증 과정에서의사결정의 변화와 비평적 사고에 미치는 영향

The Effects of High Group Learning Structures on Decision Making and Critical Thinking in Online Debate

정재삼|정선영
한국교육공학회 (Korean Society Of Educational Technology)|2005.12|교육공학연구 (Journal of Educational Technology)|제21권 제4호|pp. 143-165

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협동학습Cooperative learning집단의사결정group decision makingcollaborative learning온라인 협력학습온라인 집단학습구조비평적사고online learning strategyand critical thinking
주제분류교육학

초록

본 연구는 협동학습과 협력학습에 관련된 연구 중, Panitz(1996)의 견해에 근거하여, 다양한 수준의 연속선상에 존재할 수 있는 협동학습과 협력학습의 양극단의 경우를, 정교화된 구조의 협동학습과 비정교화된 구조의 협력학습이라고 설정하여 선행구조, 과제구조, 그리고 내용구조에 차이를 두어 설계했다. 정교화된 구조의 협동학습 집단은 미리 정해진 논증의 입장을 통한 선행구조, 논증메모 유형과 시각적 표상 비계를 통한 과제구조, 그리고 웹퀘스트 평가 비계를 통한 내용구조를 온라인 논증과정에서 사용했다. 반면, 비정교화된 구조의 협력학습 집단은 선행구조나 과제구조 혹는 내용구조에 처방을 가하지 않았다. 본 연구에서는 42명의 예비교사들이 각각 21명씩 두 집단으로 배정되어 4주 동안 실시되는 사전검사, 온라인 논증활동, 그리고 사후검사에 참여하였다. 본 연구 결과에 따르면 두 집단간 의사결정 변화에 유의미한 차이는 없었으나, 비평적 사고측정에 있어서 정교화된 구조의 협동학습 집단평균이 비정교화된 협력학습 집단평균보다 월등한 향상을 보였으며 이는 통계적으로도 유의미한 차이를 보였다. 본 연구결과에 의하면 온라인 협동학습은 의도하는 학습목적에 맞추어 그 하위구조들, 즉, 선행구조, 과제구조, 그리고 내용구조들을 정교하게 설계함으로써 비평적 사고의 향상 측면에서 효과적으로 적용될 수 있다.

Abstract

This study designed two extreme instances, high-structure cooperative(HSCP) and low-structure collaborative(LSCL) in order to examine the different effects of these structures on online learning outcomes. In order to differentiate two levels of treatment, an extreme design for high-structure cooperative(HSCP) included a pre-assigned position as pre-structure, argumentation scaffolding as task structure, and evaluation scaffolding as content structure. The extreme design for low- structure collaborative learning(LSCL) did not use these features. Forty-four pre-service teachers, assigned evenly either in HSCP or LSCL, participated in a sequence of activities that included pre-test, four weeks of online debate, and post-test by evaluating the given WebQuests, web-based inquiry-oriented learning activities, in terms of their strengths and weaknesses. The researcher used the same webquest evaluation worksheet to measure the improvement of critical thinking by the differences of their evaluative comments and their decision changes on ranking and scoring the quality of given webquests between pre-test and post-test. The results of this study demonstrated that there was no statistical difference in decision changes between the HSCP and LSCL groups. However, the improvement of critical thinking was higher in the HSCP (N=14.05, SD=9.59) than in the LSCL(M=8.46, SD=8.43) group with effect large size of .48 with power .80 at a t-test(t(40)=-2.21, p< .05). This study concludes that cooperative design can be differentially implemented from collaborative design. Also, the sub-structures of cooperative strategy, pre-structure, task structure, and content structure can be properly implemented for the specifically intended purposes.

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