교육용 SNS기반 협력 학습환경에서 피드백 유형과 학습양식이 수업활동에 미치는 영향
Effects of Feedback Types and Learning Styles on Instructional Activities in a Collaborative Learning Environments with an Educational SNS
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본 연구는 이러닝 학습환경에서 교육용 SNS가 학습활동과 결과에 미치는 영향을 이해하기 위해 실시되었다. 연구 수행을 위해 서울 소재 K대학에서 개설된 이러닝 과목에 신청한 40명의 학생이 한학기 동안 이러닝 수업을 수강하는 과정에 학교에서 자체개발된 교육용 SNS를 병행활용하는 준실험연구에 참여하였다. 본 연구를 통해 교수자가 제시한 피드백 유형(강화피드백 및 교정피드백) 및 학습자의 학습양식(독립형, 회피형, 협동형, 의존형, 경쟁형)에 근거해 연구참여자들이 SNS에 올린 게시글 및 댓글 수와 내용을 비교하였다. 그 결과 SNS 활용촉진을 위해서는 동기 및 정오피드백의 보다 효과적인 제시방법의 필요성을 확인하였으며, 내용분석에 따르면 학습양식별로 학습내용, 운영, 독려, 친교활동 등의 SNS 활동이 이루어졌다. 연구결과에 근거한 제언으로서 보다 체계적인 피드백 제공, 학습자 분석을 통한 최적의 학습활동 견인, 수업효율성 극대화를 위한 종합적인 전략 개발이 요구된다.
Abstract
The purpose of the study was to understand the educational role of an educational social network service (SNS) in eLearning environments. A quasi-experimental research was conducted with forty valid college-students who took an eLearning class using an educational SNS that developed by K University in Korea. To address research questions, numbers of postings and replies were compared according to the learning styles of the leaner (independent, avoidant, collaborative, dependant, and competitive) and the feedback types of the instructor (reinforcement and corrective). Also, learning contexts were analyzed by Content Analysis method. As a result, more effective strategies of reinforcement and corrective feedbacks were needed. Also, students used SNSs for studying learning contents, confirming classroom schedules, encouraging participation and learning, and showing intimate friendship. Based on the results, suggestions were made including the necessity of providing more systematic feedbacks, leading optimal learning activities based on analyzing learning styles, and synthetic development of instructional strategies for learning effectiveness.
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