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웹기반 학습에서 인지양식과 노트기록이 학업성취도에 미치는 영향

Effect of Cognitive Style and Notetaking Format on Students' Achievement

정재삼|김혜희
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2004.12|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제10권 제4호|pp. 257-278

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참고문헌

키워드

학업성취도achievementcognitive style인지양식note-taking노트기록
주제분류교육학

초록

본 연구는 웹기반 수업에서 학습자의 인지양식과 노트기록 방법이 학업성취도에 미치는 영향을 검증하는데 목적이 있다. 55명의 교육방법 및 교육공학 과목을 등록한 대학생을 연구대상으로 선정하고, 이들을 매트릭스 노트를 제공받은 장독립적 인지양식 집단, 매트릭스 노트를 제공받은 장의존적 인지양식 집단, 자유 노트를 제공받은 장독립적 인지양식 집단 그리고 자유 노트를 제공받은 장의존적 인지양식 집단의 네 개의 집단으로 분류하였다. 이 네 집단에게 웹으로 제공되는 학습 내용을 주어진 노트에 기록하며 학습하게 한 후, 사후검사와 지연검사의 성취도를 각각 비교하였다. 연구결과는 장의존적 학습자들이 장독립적 학습자에 비해서 지연검사에 우수하였으며, 매트릭스 노트를 제공받은 학습자 집단이 자유노트를 제공받은 학습자 집단에 비해서 지연검사에서 우수한 성취도를 나타내었다. 노트유형과 인지양식 사이의 상호작용효과는 나타나지 않았다.

Abstract

This research was to investigate the impact of cognitive style and self-regulated learning strategy such as notetaking methods on learners (students) academic performance. Statistical analysis result showed that both cognitive style and notetaking methods did not have a significant effect on an immediate test. However, there is a significant main effect of cognitive style on a delayed test. Field-dependent students significantly outperformed field-independent students on the delayed test. Also, the main effect of notatking methods on the delayed test was significant. Students who took notes in a matrix scored higher on the delayed test than did students who took notes free form. There were no interaction effect between note-taking format and cognitive style in both post-test and delayed test.

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