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웹 기반 및 면대면 학습 환경에서의 협력적 CPS와 개별적 CPS가 문제해결과 창의성에 미치는 영향과 패턴 분석

A pattern analysis and the effects of collaborative and individual CPS on problem solving and creativities in web-based and face to face learning environment

이상수
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2008.09|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제14권 제3호|pp. 31-60

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키워드

Creativity창의성집단 응집성Group Cohesiveness문제해결력Problem Solving창의적 문제해결Creative Problem Solving협력적 CPS개별적 CPSCollaborative CPSIndividual CPS
주제분류교육학

초록

본 연구는 다음과 같은 연구문제를 검증해 보고자 한다. 양적 연구에서는 학습 환경의 유형(웹/ 면대면), CPS 유형(협력적/ 개별적), 그리고 집단 응집성의 정도에 따라 학습자들의 문제해결력과 창의성에 어떤 영향을 주는지를 알아보고자 하였다. 질적 연구로는 각 유형별 즉 학습 환경유형, 집단 응집성 정도, 집단 문제해결력 정도, 집단 창의성 정도에 따라 협력적인 CPS 패턴에 어떤 차이가 있는지를 밝히고자 하였다. 이를 위하여 대학 학부생들을 4개의 집단으로 무선 할당하여 약 5주에 걸친 실험을 실시하였다. 분석 결과를 보면 첫째, 개별적 CPS보다는 협력적 CPS가 웹 기반 환경 및 면대면 환경 모두에서 문제해결력과 창의성에서 효과적인 것으로 나타났다. 둘째로 면대면 환경에서는 집단 응집성이 높은 집단이 문제해결력과 창의성 모두에서 높은 점수를 보였다. 반면에 웹 기반 환경에서는 집단 응집성이 문제해결력과 창의성 모두에 영향을 미치지 못하는 것으로 나타났다. 질적 분석 자료를 보면 대체적으로 문제해결력, 창의성, 및 응집성 모두에서 상인 집단의 경우는 서로의 의견에 비판적인 논의를 하면서도 공유된 의견수렴과정을 거치는 탐구적 토론을 통한 협력적 지식구축이 이루어지고 있었다. 반면에 위 세 영역에서 낮은 점수를 보인 집단들은 비판과 수렴의 과정을 거치기보다는 의견의 나열적 제시가 이루어지는 누적적 토론을 통한 집합적 지식구축이나 때로는 한 사람의 의견에 의해 독단적 지식구축이 이루어지는 패턴을 보여주고 있다. 본 연구는 협력적 CPS에 대한 기초적 연구 자료를 제공해 줄 수 있고 교육현장에서 실천을 위한 시사점을 줄 수 있을 것이다.

Abstract

The purpose of the study is to investigate the following quantitative and qualitative research questions. In quantitative research, the study tried to identify the effects of types of learning environments(Web and F2F), types of CPS(collaborative and individual), and group cohesiveness on problem solving skills and creativities. In qualitative research, the study tried to find different patterns of collaborative patterns according to types of learning environment, levels of group cohesiveness, levels of group problem solving, group creativities. The subjects were undergraduate students. They were assigned into four groups randomly and the experiment were conducted for five weeks. The results of quantitative study were interesting. First, the collaborative CPS is more effective in problem solving skills both Web and F2F learning environments than individual CPS. Second, the collaborative CPS is more effective also in creativities both Web and F2F learning environments than individual CPS. Third, the groups that has high group cohesiveness show high score in problem solving skills and creativity in F2F learning environment but there is no differences in Web-based learning environment. According to qualitative research data, the groups that has high score in group cohesiveness, problem solving skills and creativities reach collaborative knowledge building through exploratory discussion that means group members negotiate meaning or debate critically but constructively among group members. However, the groups that has low score in group cohesiveness, problem solving skills and creativities show collective knowledge building or dogmatic knowledge building through cumulative or disputative discussion that means group members discuss positively but uncritically or individualized decision making. The study could provide useful resources for studying collaborative CPS and guideline for practice collaborative CPS in education filed.

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