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웹기반 게시판을 활용한 협력학습에서의 상호작용 유형과 지식형성 과정

The Type of Interaction and the Process of Knowledge Building in Online Collaborative Learning Utilizing Web-Based Bulletin Board

이지연
한국교육공학회 (Korean Society Of Educational Technology)|2005.12|교육공학연구 (Journal of Educational Technology)|제21권 제4호|pp. 29-58

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참고문헌

키워드

상호작용 유형온라인 협력학습Online Collaborative Learning협력적 지식형성웹기반 게시판Collaborative Knowledge BuildingWeb-Based Bulletin BoardInteraciton type
주제분류교육학

초록

본 연구는 웹기반 게시판 활용을 통해 학습자들이 어떻게, 어느 정도 수준의 지식을 협력적으로 형성하는가를 기술함으로써 웹기반 게시판 활용의 교육적 의의를 설명하고자 하였다. 본 연구는 수도권에 위치한 M대학에서 면대면수업의 보조수단으로 웹기반 게시판을 활용하는 한 중형규모의 학부강좌를 대상으로 이루어졌다. 온라인 메시지, 설문조사, 인터뷰를 통해 자료가 수집되었고, 내용분석을 통해 분석이 이루어졌다. 연구결과 리더주도, 응답중심, 인지적중심 상호작용 유형이 나타났고 웹기반 게시판이 갖는 비동시적 의사소통의 한계로 면대면과 동시적 의사소통이 협력적 지식형성 과정에서 병행되어 나타나 혼합강좌에서의 특징을 보여주었다. 동시에 협력적 지식형성은 아이디어의 생성, 연계, 수렴, 정교화, 완성의 단계로 순차적인 발달단계를 나타냈다. 특히 협력적 지식형성이 정보나 의견의 공유와 같은 낮은 수준에서 대부분 이루어져 비판적 성찰과 같은 높은 수준을 기대하기 어려워 제한적 활용을 시사하였다. 연구결과와 함께 웹기반 게시판 활용을 통한 효과적 교수전략이 논의되었다.

Abstract

In recent years, there is a growing interest in developing online collaborative learning environments. In a learner-centered online collaborative environment, students work together to construct knowledge and negotiate meanings through collaborative learning activities. This case study investigated how and what level the students shared and constructed knowledge by interacting in a Web-based bulletin board. An undergraduate blended course in M University was chosen for this study. 58 students and 1 instructor participated in this class. The data were gathered by various methods in order to validate the findings of the study and content analysis was employed to analyze data. The results emphasized the role of leader as a mentor and organizational and social aspects in the process of collaborative knowledge building. Collaborative knowledge building was developed through the fives phases: the idea generating, the linking, the convergence, the elaboration, and the completion. The learners are aware of the benefits of using multiple communication channels, including synchronous and face to face communication to accomplish their task. In addition, the results demonstrated the level of the collaborative knowledge building remained low. Especially the use of the Web-based bulletin board for metacognitive development was rare so that its use could be limited. The findings suggested the use of web-based bulletin board for sharing information and experience and facilitating learner's participation and interaction. Furthermore, effective teaching strategies are discussed for the successful online collaborative learning.

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