웹기반 프로젝트 학습에서 학습자 간 상호작용과 학습실재감이 학습성과에 미치는 영향
The Effect of Interaction and Learning Presence on Learning Outcome in Web-Based Project Learning
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초록
본 연구는 웹기반 프로젝트학습에서 학습자간 상호작용과 학습실재감이 성취도와 만족도를 예측하는지 알아보기 위해서 15주 동안 프로젝트학습을 진행한 63명의 대학생을 대상으로 연구를 진행하였다. 연구 결과 첫째, 학습자 간 상호작용은 β = .76로 성취도를 유의미하게 예측하는 변인으로 조사되었으나(t = 9.15, p < .05), 만족도에 대한 예측은 유의미하지 않았다. 더 나아가 학습자 간 상호작용의 하위변인인 과제관련과 과제비관련 변인에 대해서 분석한 결과 학습자 간 상호작용은 그 유형과 관계없이 모두 성취도를 유의미하게 예측하는 것으로 조사 되었다. 둘째, 학습실재감은 β = .63로 만족도를 유의미하게 예측하였으나(t = 6.35, p < .05), 성취도에 대한 예측은 유의미하지 않았다. 또한 인지적, 감성적, 사회적 실재감으로 분류된 학습실재감 하위요인 중 인지적실재감만이 β = .70으로 만족도를 유의하게 예측하는 것으로 분석되었다(t = 7.74, p < .05).
Abstract
To investigate the influence of learner interaction and perceived presence level on the outcomes of learning, this study sampled 63 undergraduate students enrolled in a Web-based project course which lasted for 15 weeks. The numbers of task-related and task-not-related interaction in student messages were counted by sentence-unit. Perceived learning presence composed of cognitive, social, and emotional level was assessed by self-report items. Learning outcomes were gathered in terms of achievement and satisfaction. Followings are the results: (1) Total interaction significantly predicted achievement, β = .76 (t = 9.15, p < .05), but not satisfaction. (2) Task-related interaction significantly predicted achievement, β = .40 (t = 3.69, p < .05), and so did task-not-related interaction, β = .45 (t = 4.23, p < .05). (3) Learning presence significantly predicted satisfaction, β = .63 (t = 6.35, p < .05), but not achievement. (4) Among the sub-factors of learning presence, only cognitive presence significantly predicted satisfaction, β = .70 (t = 7.74, p < .05), but not social and emotional presence. These results indicated that interaction and learning presence could be critical factors to improve learning outcomes in Web-based project learning. Details on the predictive power of each sub-factors could be used as the basis of future instructional design.
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