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학습분석 기반 적응적 협력학습 지원에 대한 학습자의 인식

Student Perception of Adaptive Collaborative Learning Support through Learning Analytics

한정윤|조영환|김관훈
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2019.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제25권 제1호|pp. 25-57|DOI http://dx.doi.org/10.15833/KAFEIAM.25.1.025

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키워드

협력학습Collaborative learning학습분석Learning analytics그룹조절Group regulation적응적 수업Adaptive instruction
주제분류교육학

초록

과거에 없었던 복잡하고 역동적인 문제의 등장으로 협력의 중요성이 강조되고 있음에도 불구하고, 많은 학습자들이 협력학습에 어려움을 겪거나 다른 학습자와의 상호작용에 소극적으로 참여하고 있다. 본 연구에서는 협력학습의 효과를 증진시키기 위해서 학습분석에 기반한 적응적 협력학습 지원방법을 개발하고 그 효과와 개선점에 대한 학습자의 인식을 탐색하고자 한다. 총 89명의 대학생이 2회에 걸쳐 대형 강의실에서 협력적 논변 활동에 참여하였으며, 학습분석 기반의 대시보드와 교수자를 통해 협력학습을 적응적으로 지원하였다. 학습자용 대시보드는 학습자들이 그룹의 협력학습 과정을 점검하고 학습자 간 상호작용을 향상시킬 수 있도록 적응적인 피드백과 안내를 제공하였으며, 교수자용 대시보드는 전체 그룹의 협력학습 상황을 직관적으로 파악할 수 있도록 시각적 정보를 실시간으로 제공함으로써 교수자의 적응적 협력학습 지원을 촉진하였다. 학습자 면담과 설문조사 결과, 학습분석 기반의 적응적 협력학습 지원이 학습자의 참여, 공유정신모형 및 그룹조절, 학습자 간 상호작용, 논변의 질에 긍정적인 영향을 미친 것으로 나타났다. 그러나 구체적인 피드백의 제공, 자기보고식 데이터의 제한점 극복, 심리적 부담감 감소 및 학습자의 자율성 증진이 주요한 개선점으로 제시되었다. 그리고 협력학습 과정에 있어서 저성취 그룹은 고성취 그룹에 비해서 그룹원의 불성실한 참여, 피상적인 상호작용, 그룹조절에 대한 부정적 태도, 시간 관리의 문제를 더 많이 겪는 것으로 나타났다. 향후 역동적으로 변화하는 학습자와 그룹의 요구를 효과적으로 반영할 수 있도록 적응적 협력학습 지원에 대한 연구가 더 활발하게 이루어질 필요가 있다.

Abstract

Despite the importance of collaborative learning, many students have difficulty in collaborating with peers and passively participate in group work. To enhance the effectiveness of collaborative learning, this study intended to develop adaptive collaborative learning supports based on learning analytics and to investigate how students perceive the effectiveness and weakness of the adaptive supports. In this study, a total of 89 undergraduates participated in collaborative argumentation as part of their coursework in a classroom for two weeks. The students and an instructor received information, feedback, and guides about collaborative learning in real time via a dashboard, which used learning analytics in order to analyze argumentation activities in a group. The adaptive collaborative learning support was effective in improving student participation, shared mental models and group regulation, interaction between students, and the quality of argumentation. However, students perceived that more attention should be paid to providing specific feedback, overcoming the limitation of self-reported data, reducing psychological pressure, and supporting student autonomy. In addition, this study found that lower-achieving groups encountered more challenges like passive participation, superficial interaction, negative attitudes toward group regulation, and inefficient time management than higher-achieving groups. More research is necessary to design a learning environment that adaptively supports collaborative learning through continuously analyzing the needs of an individual and a group, which keep changing dynamically.

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