블로그 학습 환경에서 학생들의 유용성 인식, 피드백 수용도, 과제 성과에 영향을 주는 동료 피드백 유형 분석
Analysis of types of peer feedback affecting students’ perceived usefulness of feedback, feedback acceptance, and task performance in instructional blog environments
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초록
본 연구는 블로그 학습환경에서 동료 피드백 활동을 실시하고 피드백 유형이 학습자의 인지된 유용성, 피드백 수용도, 과제성과에 미치는 영향에 관해 탐구하였다. 피드백 유형은 피드백의 목적(제안적, 고무적, 교정적)과 피드백의 상세성(간결형, 상세형)에 따라 6가지로 구분하였다. 분석 결과를 세 가지로 요약하면 다음과 같다. 첫째, 학생들은 교정적 피드백보다는 제안적 피드백이나 고무적 피드백을 더 많이 사용하였다. 또한 상세형 피드백보다는 간결형 피드백의 사용 빈도가 더 높았다. 한편, 교정적 피드백을 사용할 때는 제안적 피드백이나 고무적 피드백을 사용할 때와 비교하여 상대적으로 상세형을 보다 더 많이, 간결형을 더 적게 사용하는 경향을 보였다. 둘째, 학생들은 제안적 피드백을 교정적 피드백 보다 더 유용하게 인식하였다. 한편, 상세형 피드백과 간결형 피드백에 관한 유용성 인지의 차이는 없었다. 학생들은 제안적 피드백의 경우, 상세형일 때 피드백을 더 잘 수용하였고, 교정적 피드백일 경우에는 반대로 간결형 피드백 유형으로 제시되었을 때 수용도가 더 높았다. 셋째, 피드백 유형이 간결형인 경우, 고무적 피드백을 많이 받은 학생일수록 최종 과제성과가 높게 나타났다. 또한 교정적 피드백과 제안적 피드백에 대해 유용하다고 인식할수록, 제안적 피드백에 대한 수용도가 높을수록 과제 성과가 높은 것으로 나타났다.
Abstract
In this study, peer feedback activity was conducted in the instructional blog environment. The study aimed to analyze types of peer feedback affecting students’ perceptions of the usefulness of feedback, feedback acceptance, and task performance. The peer feedback was categorized into six types according to the purpose of feedback (suggestive, encouraging, corrective) and the degree of details of peer feedback(concise, detailed). The results of data analysis are as follows. First, students were more likely to use suggestive or encouraging feedback than corrective feedback. They also used concise feedback more frequently than detailed feedback. Moreover, they used more detailed feedback and less concise feedback when offering corrective feedback compared to giving suggestive or encouraging feedback. Second, students perceived suggestive feedback more useful than corrective feedback. There was no significant difference between concise feedback and detailed feedback in the degree of students’ perceived usefulness of feedback. Students were inclined to accept peer feedback when they received suggestive feedback with detailed format or when they received corrective feedback with concise format. Finally, when the feedback type was concise, the more students received encouraging feedback, the higher their achievements were. The higher the level of students’s perceptions on usefulness of corrective and suggestive feedback, the better they performed on their tasks.
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