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사범대학생의 비판적 사고, 평가 결정의 질, 그리고 만족도 향상에 대한 온라인 협력적 상호작용의 효과

The Effects of Online Collaborative Interactions on Pre-service Teachers' Improvement of Critical Thinking, Quality of Evaluative Decision, and Satisfaction

정선영
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2004.12|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제10권 제4호|pp. 29-56

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학습만족도집단의사결정비판적 사고Critical Thinking온라인 협력학습Online Collaborative Learning& Learning Satisfaction
주제분류교육학

초록

본 연구의 목적은 면대면의 수업에 보조적으로 사용된 온라인 협력적 상호작용이 학습자의 비판적 사고의 향상과 의사 결정의 질, 그리고 학습 만족도에 어떤 영향을 주는지를 알아보는 것이었다. 본 실험 연구를 위해서 교사교육을 받고 있는 44명의 대학생을 통제 집단과 실험 집단 중의 하나에 배정하여 실험하였다. 모든 피험자는 면대면의 수업시간에 간단한 윕 기반 수업설계의 예를 가지고 제시된 네 가지의 다른 교육적 관점에서 비평하는 사전검사에 참여하였다. 실험 집단에 참가한 피험자는 4명을 기준으로 한 소규모의 온라인 집단으로 배정되어 면대면 수업과는 별도로 온라인 소규모 집단 토의에 참가하였다. 또한 실험집단에 참여한 피험자들은 온라인 토의에 참여하는 방식에 대한 간단한 훈련을 받고 온라인 집단 토의에 참여하였다. 통제 집단에 참가한 피험자는 온라인 집단 토의의 기회를 갖지 않았다. 1 주일 후에 사후 검사가 사전 검사와 똑같은 내용과 자료를 가지고 실시되었다. 두 집단의 사전-사후 검사 비교 결과, 실험 집단에서 웹 기반 학습을 평가하는 비평적 사고가 통제 집단보다 의미있게 향상되었다 (F [1, 42] = 5.79, p < .001). 그 효과의 크기(.12)는 의미있게 해석할 수 있는 수준이었다. 또한 학습 경험 만족도에 대한 분산 분석 결과, 실험 집단이 통제 집단보다 의미있는 향상을 보였다 (F [1, 42] = 4.56, p < .001). 그러나, 웹기반 학습의 질을 평가하는 의사결정의 질에 있어서는 두 집단간에 의미 있는 차이를 보이지 않았다.

Abstract

The purpose of this study was to investigate the effects of online collaborative interactions provided supplementary to face-to-face classes on pre-service teachers' improvement of critical thinking, quality of decision and level of satisfaction with learning experience. For this study, forty-four pre-service teachers, enrolled in an introductory educational technology course, participated either in a control group or a treatment group. The subjects were given three simple web-based instructions to evaluate their quality, based on four different educational expert views, as a pre-test as well as a post-test to examine the improvement of critical thinking and the quality of evaluative decisions. Subjects in the treatment groups were assigned to a group of four people with particular roles, including leader, recorder, editor, and facilitator, to participate in online collaborative group interactions with simple training before the actual treatment activity. The control groups were not given any chances for online small-group discussion. Statistical comparison between the two groups demonstrated that critical thinking in evaluating the quality of the given web-based instructions was significantly improved in treatment groups (F [1, 42] = 5.79, p < .001). Also, the level of satisfaction with the learning experience was higher in the treatment groups than in the control groups with ANOVA test (F [1, 42] = 4.56, p < .001). It is, therefore, recommended that the effective use of online collaborative interactions supplementary to the face-to-face classroom environment, through online small-group learning activities, can help students improve critical thinking and increase satisfaction with the learning experience. Keyword: Online Collaborative Learning, Critical Thinking, & Learning Satisfaction

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