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e-포트폴리오 학습 환경에서 활동 인식 지원 도구의 설계 기반 연구

The Design-Based Research on the Activity Awareness Support Tool in e-Portfolio Learning Environment

류완영|전은화
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2009.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제15권 제1호|pp. 187-214

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참고문헌

키워드

상호작용interactione-포트폴리오e-portfolio활동 인식activity awareness
주제분류교육학

초록

본 연구의 목적은 e-포트폴리오 학습 환경에서 효과적인 학습 활동이 일어나기 위해 어떠한 활동 인식 지원 도구들을 제공해야 하며 어떻게 활용해야 하는지, 그리고 제공된 활동 인식 지원 도구들이 실제로 학습자들의 상호작용의 양과 질, 포트폴리오 결과물의 질을 유의미하게 향상시키는지를 밝히는 것이었다. 본 연구는 활동 인식 지원 도구를 설계하고 개발하는 연구와 개발된 도구를 적용하는 실험 연구로 나뉘어 진행되었다. 본 연구에서 사용된 활동 인식 지원 도구는 이론적 근거와 예비 실험 결과로 도출된 일곱 가지 설계 원리에 근거하여 개발되었다. 실험 연구는 개발된 활동 인식 지원 도구를 모두 제공했을 때와 제한적으로 제공했을 때의 효과를 비교하는 것으로 설계하였다. 활동 인식 지원 도구를 제공했을 때의 효과는 협력적 작업 과정에서 생성되었던 상호작용 정도와 그 결과로 작성된 결과물의 질로 보았다. 상호작용 정도에 있어서는 생성된 평균 메시지와 피드백의 양에 있어서 활동 인식 지원 도구를 제공한 집단이 제한적으로 제공한 집단보다 많았으나 통계적으로 유의미한 차이는 없었다. 상호작용 분석의 기준을 사회적 상호작용, 공유, 논쟁, 협상, 반성의 다섯 가지로 구분하였을 때, 특히 ‘논쟁’ 부분에서 활동 인식 지원 도구를 제공한 집단이 제한적으로 제공된 집단에 비해 통계적으로 유의미하게 높았다(p<.01). 협력적 작업으로 생성된 결과물의 점수에 있어서는 활동 인식 지원 도구를 모두 제공한 집단이 제한적으로 제공된 집단보다 유의미하게 높았다(p<.01). 이러한 결과는 e-포트폴리오 학습 환경에서 활동 인식 지원 도구의 제공이 학습자간 상호작용을 촉진시키고 결과적으로 협력적으로 작성된 포트폴리오의 질을 높여주는데 효과적으로 기여한다는 것을 보여준다.

Abstract

This study was to design and develop the activity awareness support tool for the effective learning activities in e-portfolio learning environment, and to improve interactions between learners and collaborative writing outputs as the results. The support tool was developed in terms of design and implementation principles integrated from the implications of the related theoretical tenets as well as the previously developed systems. The tool was piloted in first trial session and revised by the students’ responses on the tool specifications of the functions. Consequently, improved design principles and implementation principles were made. The effects of complete provision of activity awareness support tool were quality of instructional design output developed by collaborative work and quality and quantity of interaction in the process of collaborative writing. In the collaborative writings, mean of instructional portfolio of the group that were provided by the complete tool was significantly high compared with the group that were provided by the limited tool. The quantity of total messages and feedback was higher in the group that was provided by the complete activity awareness support tool compared to the group that was provided by the limited activity awareness support tool. More specifically as for sub-scheme, the number of ‘argument’ in the group that were provided by the complete activity awareness support tool was higher than that of the group that were provided by the limited activity awareness support tool, and this number was also significant statistically. This implied that more efforts were done in collaborative writing for instructional design by the group that was provided by the complete tool. The research indicates that the activity awareness support tool as an effective mediator based on activity theory need to be provided to enhance the collaborative writings as the output of the interactions between learners in e-portfolio learning environment.

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