협력 스크립트를 활용한 CSCL에서 발생하는 문제와 개선안의 효과에 관한 연구
The study about Effects of Supportive ways in ConceptGrid Collaboration Script
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
본 연구는 협력 스크립트를 활용한 컴퓨터 기반 협력 학습에서 발생하는 문제를 파악하고, 이를 지원할 수 있는 방법을 고안하고 적용하여 그 효과를 확인하는 것을 목적으로 한다. 원인연쇄분석을 실시한 결과, 컨셉그리드 협력 스크립트에서 학습자들에게 나타나는 문제는 1) 협력 스크립트에 대한 이해 부족, 2) 과제에 필요한 선수지식의 부족으로 인한 심리적 부담, 3) 컴퓨터 기반의 협력학습 활동에 대한 심리적 부담 등에 기인하는 것으로 나타났다. 이러한 문제를 해결하기 위하여 ‘협력 모형’ 학습과 ‘설명 활동’을 포함하는 사전활동을 유도하였으며, 메시지 분석 결과 수정된 컨셉그리드 협력 스크립트에 따라 학습한 학습자들의 학습과정에서 ‘단순응답’, ‘빠른 의사결정’ 메시지의 비중은 줄어든 반면, ‘의견추가’, ‘통합에 따른 의사결정’과 관련된 메시지는 유의미하게 증가하였음을 확인할 수 있었다. 또한 상호작용의 구조를 ‘플로우차트’로 시각화하여 분석한 결과, 수정된 스크립트에 따라 학습한 경우에 개인의 생각을 심화시켜나가는 ‘연속형 발화구조’와 능동적인 이해공유 활동이 나타나는 ‘폐쇄형 도형구조’가 더 많이 발견되었으나 통계적으로 유의하지는 않았다. 이로써 개선된 협력 스크립트의 적용이 협력 스크립트의 내면화, 협력 스킬의 전이에 기여하였다고 볼 수 있다.
Abstract
The Purpose of this study is to identify problems in ConceptGrid collaboration script based learning, to design supportive ways and to exam the effectiveness of them. The contents of survey, interview and interaction messages were analyzed via causal chain analysis. According to the causal chain analysis, learners had lack of understanding about script and domain-knowledge, and few opportunities to participate in computer based collaborative learning. Based on these causes, pre-activity which included giving ‘collaboration model’ and inducing ‘self-explanation’. When we analyzed the messages, learners who studied with modified ConceptGrid collaboration script showed less rate on ‘simple answer’ and ‘rapid decision making’, and significantly increasing rate on ‘Decision adding’ and ‘Decision making by unification’. Also by visualizing and analyzing the construction of interaction with flowchart, modified script group shows more ‘continuous utterance’ which intensified the thought of individual and more ‘closed figure’ which distinguished active interest sharing activity, however these results were not statically significant. Therefore we can assume that application of modified script was contributed more on internalization of script and transfer of collaboration skill.
참고문헌 (21)
- 김동식, "CSCL에서 스캐폴딩의 유형이 공유 정신 모형에 미치는 영향", 교육공학연구, 22(1), pp.1~34 (2006), 한국교육공학회
- 김민정, "개념도 작성의 어려움에 대한 지원 방법의 고안과 효과검증", 교육공학연구, 25(4), pp.1~27 (2009), 한국교육공학회
- 이용숙, "교육에서의 질적연구" (1999), 교육과학사
- Dillenbourg, P., "Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In Three worlds of CSCL. Can we support CSCL", pp.61~91 (2002), Open Universiteit Nederland
- Dillenbourg, P, "Flexibility in macro-scripts for computer-supported collaborative learning.Journal of Computer Assisted", Learning, 23(1), pp.1~13 (2007)
- Guzdial, M., "When collaboration doesn’t work", Proceedings of the International Conference of the Learning Sciences, pp.125~130 (2002)
- Hilbert, T., "Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts, In Instructional design for effective and enjoyable computer-supported learning", pp.184~192 (2004)
- Kim, H., "The effects of the coordination support on shared mental models and coordinated action", British Journal of Educational Technology, 39(3), pp.522~537 (2008)
- Kollar, I., "Internal and external collaboration scripts in web-based science learning at schools. In Computer supported collaborative learning 2005: The next 10 Years.", pp.331~340 (2005), Lawrence Erlbaum
- Kollar, I., "Collaboration scripts-a conceptual analysis", Educational psychology review, 18(2), pp.159~185 (2006)
- Lipponen, L., "Exploring foundations for computer-supported collaborative learning. In Computer Support for Collaborative Learning: Foundations for a CSCL community. Proceedings of the Computer-supported Collaborative Learning 2002 Conference", pp.72~81 (2002), Erlbaum
- Lonchamp, J., "A three-level analysis of collaborative learning in dual-interaction spaces", International Journal of Computer-Supported Collaborative Learning, 4(3), pp.289~317 (2009)
- Renkl, A., "From example study to problem solving: Smooth transitions help learning", The Journal of Experimental Education, 70(4), pp.293~315 (2002)
- Rummel, N., "Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings.", Journal of the Learning Sciences, 14(2), pp.201~241 (2005)
- Rummel, N., "Learning to collaborate while being scripted or by observinga model", International Journal of Computer-Supported Collaborative Learning, 4(1), pp.69~92 (2009)
- Ryve, A., "Making explicit the analysis of students’ mathematical discourses-Revisiting a newly developed methodological framework", Educational Studies in Mathematics, 62, pp.191~209 (2006)
- Sfard, A. Kieran, C., "Cognition as communication, Rethinking learning-bytalking through multifaceted analysis of students’ mathematical interactions", Mind, Culture, and Activity, 8(1), pp.42~76 (2001)
- Suthers, D., "Roles of computational scripts. Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives", 177~190 (2007)
- Daniel D. Suthers, "A framework for conceptualizing, representing, and analyzing distributed interaction", Computer-Supported Collaborative Learning, 5, pp.5~42 (2010)
- Sweller, J., "Cognitive architecture and instructional design", Educational psychology review, 10(3), pp.251~296 (1998)
- Weinberger, A., "A framework to analyze argumentative knowledge construction in computer-supported collaborative learning", Computers & Education, 46(1), pp.71~95 (2006)