의무적인 비동시 온라인 상호작용의 특성과 의미에 관한 연구
A Study on the Characteristics and Meaning of Obligatory Asynchronous Online Interaction
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본 연구는 온라인 대학의 대규모 수업단위에서 전개된 학생들의 의무적 비동시 상호작용의 특성 및 의미를 이해하는 것을 목적으로 하였다. 연구방법은 온라인 수업에 올린 게시물의 내용분석과 학생들과의 심층면접 및 전화면접을 통해 얻은 자료를 분석하였다. 게시물의 내용분석은 상호작용, 정서적, 인지적, 기술적, 건의관련 질문 및 글의 순서로 범주화되었고 그 비율은 각각 70.9%, 20.2%, 4.4%, 3.3%, 1.2%의 순서로 나타나 상호작용적이며 정서적인 차원을 포함하는 사회적 실재감의 비율이 높은 비중을 차지하는 것으로 나타났다. 또한 각각의 게시판에 따른 분류를 보면 게시판의 특성에 따라 그 비율이 서로 다르게 나타나는 양상도 동시에 가지고 있었다. 그리고 상호작용의 패턴은 학습자와 교수의 일대일 관계를 강조하였지만 과제나 시험을 매개로 학생 간의 상호작용이 강화되는 현상을 보였다. 심층면접과 전화면접을 통해 온라인 상호작용에 대한 학생들의 의미부여는 적극적 대처자와 소극적 대응자에 따라 차이가 있었다. 전자의 집단은 토론방의 참여에 대해 학업의 길잡이, 의사소통의 확장, 상호자극과 견제, 시간부담과 중압감, 제한된 상호작용으로, 후자의 집단은 의무적․형식적 상호작용, 비지속적인 참여, 평소의 생각표현, 점수취득의 용이한 방편으로 의미를 부여하였다. 또한 게시판의 참여에 대해서는 정보획득의 수단, 동료학생에 대한 파악, 의사소통의 수단, 공감대의 형성이라는 의미를 부여하였다.
Abstract
The purpose of this study is to understand the characteristics and meaning of obligatory asynchronous interactions among students and between students and instructor in a large sized online classroom. The result of the content analysis showed that students posted interactive(57.2%), emotional(19.2), cognitive(7.9%), technical(10%), system related(5.7%) questions and comments, and the dimension of social presence including interactional and emotional aspects ranked highest, compared to other comments and questions. Also, students' posting had a certain trend and patterns from the beginning of the semester to the end of the semester. Students' posing varied according to the nature of each board such as Learning-assisting Q&A and Free talking board. The patterns of interaction was concentrated on one-to one relationship between the student and the instructor at first, but gradually changed to student-student interactions as the course examination and homework were given. At the same time, the interview data showed that students who were divided into active participants and passive involvers provided different meaning on their online discussion. The active participants thought of online discussion as useful learning means, extension of communication, inter personal stimulation and check, and time burden and pressure, and limited interaction while passive involvers thought of it as obligatory and perfunctory interaction, discontinuous participation, usual opinions, and easy means of score gaining. The students regarded the participation through computer medicated communications as the means of information gathering, identifying peer groups, means of communication, and sharing feelings and opinions.
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