온라인 수업의 조별 상호작용에서 나타난 사회적 실재감의 양상: 메시지 분석을 중심으로
An analysis of social presence message on the group bulletin board of online course
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초록
본 연구는 조별 게시판 활동에서 나타난 온라인 상호작용의 내용을 사회적 실재감 측면에서 분석하고 사회적 실재감과 학습 성과 변인간의 관계를 파악함으로써 보다 성공적인 온라인 학습을 위한 시사점을 얻고자 수행되었다. 이를 위하여 원격으로 수업을 듣고 있는 대학원생들을 대상으로 한 학기 동안 조별 게시판 활동을 하도록 하고 학기가 종료되는 시점에 사회적 실재감, 만족도, 토론효과에 대한 인식을 설문 조사하였으며 게시된 메시지의 내용을 사회적 실재감 범주화 규칙을 이용하여 분석하였다(Rourke, Anderson, Garrison, & Archer, 2001). 연구결과, 사회적 실재감은 토론효과 인식, 만족도와 유의한 상관관계가 있었으나 게시글의 수는 어떠한 변수와도 유의한 상관관계가 나타나지 않았다. 다음으로 사회적 실재감 점수가 높은 조가 사회적 실재감을 나타내는 내용의 메시지를 게시판에 더 많이 올린 것으로 나타났다. 또 사회적 실재감이 높은 조는 정서적 메시지와 상호작용적 메시지가 월등히 높게 나타난 반면, 사회적 실재감이 낮은 조는 정서적 메시지가 적고 화합/응집하는 메시지, 특히 친교적 메시지가 가장 많이 나타났다. 온라인 학습 진행에 따른 사회적 실재감 메시지의 변화는 초기에 정서적 메시지가 가장 많고 화합/응집하는 메시지가 그 다음 순이었으나 토론이 진행되는 시기에는 상호작용적인 메시지가 급격히 증가하는 양상을 보였다. 정서적 메시지는 학기 후반으로 갈수록 줄어드는 경향을 보였으나 화합하는 메시지는 학기말로 가면서 다소 증가하였다. 시간의 흐름에 따른 경향은 조별로도 유사하게 나타났다. 이러한 연구결과를 바탕으로 사회적 실재감을 높이기 위한 수업 설계 운영 전략을 각 요소(정서적 교류, 상호작용적 의견 교환, 응집성과 공동체 의식 강화)별로 제안하였으며 수업 운영 중 교수자의 지속적인 촉진활동과 실재감의 유지가 중요함을 제시하였다.
Abstract
This study focused on an qualitative analysis of social presence and investigating the relationships of social presence with other learning outcomes to gain implications for successful online learning. For this study, cyber graduate school students participated in group online interaction through the group bulletin board during a semester then they responded the survey about social presence, effects of discussion and satisfaction which they had experienced in online class. I addition to this, the researcher analyzed the contents of message in a group bulletin board based on the social presence protocol by Rourke et al(2001). As a research results, social presence correlated with perceived effects of discussion and satisfaction, but number of message didn't have any meaningful relationship with other variables. The group bulletin board which marked a higher score on social presence survey presented more message related with social presence. The group had highest score in social presence indicated more emotional and interactive message than other groups, lower score groups presented less message in emotional and interactive category, but they indicated more cohesive message, especially, phatics and salutions. A change in social presence message over time, at early stage, the most frequent message was emotional one, the next was cohesive message, the least was interactive one. But during the period of discussion, the interactive messages increased sharply. As the time went to the end of semester, emotional message decreased gradually, whereas cohesive message increase a little. The tendency of change in social presence message was also similar in every group. Based on these results, the conclusion and the implication for effective online learning were suggested.
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