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블렌디드 협력학습에서 스캐폴딩, 메타인지 및 협력성향이 협력부하와 지식공유에 미치는 효과

Effects of Scaffolding, Metacognition and Collaborative Preference on Collaboration Loadand Knowledge Sharing in Blended Collaborative Learning

김회수|이순덕
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2016.12|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제22권 제4호|pp. 835-860|DOI http://dx.doi.org/10.15833/KAFEIAM.22.4.835

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키워드

지식공유Knowledge sharing메타인지Metacognition협력부하성찰적 스캐폴딩지원적 스캐폴딩Reflective scaffoldingSupportive scaffoldingCollaboration load
주제분류교육학

초록

본 연구는 블렌디드 협력학습에서 제공하는 스캐폴딩 유형과 학습자의 메타인지 및 협력성향이 협력부하와 집단의 지식공유에 미치는 영향을 분석하는 것이 목적이다. 이를 위해 122명의 대학생을 성찰적 스캐폴딩 집단, 지원적 스캐폴딩 집단, 통제집단에 각각 배치하고 2명씩 짝을 지어 비구조화 문제를 해결하는 협력학습을 실시하였다. 사전, 사후검사 및 실험처치를 통해 수집한 자료를 다변량공분산분석, 공분산분석, 분산분석을 실시한 결과는 다음과 같다. 첫째, 협력학습 과정에서 느끼는 인지적 부담인 협력부하는 스캐폴딩의 제공여부나 유형에 영향을 받지 않았다. 둘째, 메타인지 수준은 협력부하에 영향을 미치지 않았으나, 메타인지 수준이 높은 학습자들의 본유적 협력부하가 높았다. 따라서 협력학습 상황에 스키마 형성과 관련된 인지부하를 높임으로써 학습과정에 더욱 몰입하고 긍정적인 결과를 유도할 수 있는 스캐폴딩 설계가 요구된다. 또한 본유적 부하에 메타인지가 미치는 긍정적인 영향을 고려할 때 메타인지를 향상시킬 수 있는 수업전략도 함께 고려되어야 할 것이다. 셋째, 협력부하는 학습자의 협력성향에 영향을 받지 않았다. 넷째, 스캐폴딩 유형별 개별 학습자의 지식 성취를 검증한 결과, 스캐폴딩의 제공과 유형에 따른 효과가 있었다. 스캐폴딩 유형별 집단 구성원 간 지식 동등성과 지식공유 검증에서는, 성찰적 스캐폴딩 집단의 점수가 평균을 중심으로 보다 집중하여 분포하고 구성원 간 지식의 공유 비율도 가장 높았다. 이는 협력학습 과정 중에 제공하는 교수적 도움이 개별 학습자의 지식 습득과 협력하는 구성원 간 지식공유 향상에 모두 영향을 준다는 것을 시사한다.

Abstract

This study was aimed at analyzing the effects of the scaffolding types, learner’s metacognition and collaborative preferences on collaboration load and knowledge sharing in blended collaborative learning environments. The participants were 122 undergraduate students, who participated to ill-structured problem solving performance in blended collaborative learning for 4 weeks. The participants were paired and assigned into one of three groups: A reflective scaffolding group, a supportive scaffolding group, and a control group. The results were as follows. First, regarding the effects of scaffolding types, the level of metacognition and collaborative preferences on collaboration load, there was no effect according to both scaffolding and scaffolding types. However, the high level of metacognition were increased on germane cognitive load than the lower. As for collaborative preferences, there was no significant difference in collaboration load. Therefore, the use of scaffolding as part of instructional design is demanded to induce a positive outcome and engage in conscious learning processing by increasing effective germane load directly relevant to schema construction and automation. Also, instructional strategy has to be considered to improve metacognition because of the positive effect metacognition has on germane cognitive load. Second, regarding the degree of knowledge acquisition by using scaffolding types, there was an effect for both scaffolding and scaffolding types. As for the test of knowledge contributions equivalence and the degree of shared knowledge according to scaffolding types, achievements for the reflective scaffolding group was not only more closely distributed around the average but also higher in the degree of shared knowledge than other groups. These results imply that instructional assistance offering scaffolding is effective in enhancing knowledge acquisition and shared knowledge for co-learners in collaborative learning.

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