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디지털 학습 환경에서 학습자 중심 피드백 설계 원리 및 전략에 대한 이론적 탐색

Exploring Learner-Centered Feedback Design Principles and Strategies for Digital Learning Environments

이지현
한국교육공학회 (Korean Society Of Educational Technology)|2013.09|교육공학연구 (Journal of Educational Technology)|제29권 제3호|pp. 517-540

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키워드

동료 피드백Peer Feedback몰입이론Learner-centered FeedbackConstructive Criticism학습자 중심 피드백피드백 인터벤션 이론건설적 비평내적 피드백외적 피드백Internal FeedbackExternal FeedbackFlow TheoryFeedback Intervention Theory
주제분류교육학

초록

디지털 학습 환경에서 피드백은 학습콘텐츠 설계에서 빠질 수 없는 핵심요소로 설계되고 있다. 기존의 피드백은 ‘교수자가 학습자의 성취에 대해 제공하는 정보’로 교수자 중심의 정의가 일반적이었다. 그러나 최근의 피드백의 정의는 ‘학습자가 자신의 수행을 향상시키기 위해 수행의 질에 대한 정보를 얻는 과정’이라는 학습자 중심 피드백을 다루기 시작했다. 이 연구는 학습자 중심 피드백의 개념에 기반하여 디지털 학습 환경에서 이를 구현할 수 있는 처방적 지식을 탐색하기 위한 목적으로 수행되었다. 디지털 학습 환경에서는 학습자가 스스로의 수행에 대한 정보를 적극적으로 구하도록 하는 내재적 동기 증진을 위한 피드백이 특별히 계획되어질 필요가 있고, 교수자의 타당하고 신뢰로운 피드백이 민주적으로 제시될 필요가 있으며, 또한 기술의 가용성을 활용하여 동료 피드백을 촉진하는 환경 역시 설계되어져야 한다. 따라서 디지털 학습 환경에서의 피드백은 다각적인 접근이 필요한 바, (1) 학습자 스스로의 성찰로부터 나오는 내적 피드백, (2) 교수자 혹은 전문가가 제공하는 외적 피드백, (3) 동료가 제공하는 동료 피드백의 세 차원의 이론적 탐색을 하였다. 이를 위해 Csikszentmihaly(1975, 1990)의 몰입이론, Kluger와 DeNisi(1996)의 피드백 인터벤션 이론, Miyake (1986)의 건설적 비평 관련 연구 등을 분석, 종합하여 (1) 내적 피드백이 잘 일어나게 하기 위한 환경 설계, (2) 외적 피드백 설계, 그리고 (3) 동료 피드백이 잘 일어나게 하기 위한 환경 설계를 위한 원리 및 전략을 도출하였다. 디지털 학습 환경의 기술적인 요소와 새로운 피드백의 개념을 고려하여 피드백에 대한 연구를 새롭게 하는데 이 연구가 기여할 수 있기를 기대한다.

Abstract

In the field of educational research and practice, feedback has long been believed to yield positive effects on learning. Practitioners and researchers have made many efforts to provide learners with feedback that is as frequent and detailed as possible. Especially in digital learning environments, feedback is designed as a crucial element of digital contents. The purpose of the current theoretical exploration is to derive a set of principles and strategies for designing feedback that can be implemented in digital learning environments. This study also attempts to extend the traditional teacher-centered feedback into learner-centered feedback, which each learner actively collects not only from teachers but also from the task at hand, the environment, and peer learners. Feedback in the digital environment must be designed with consideration for learners’ intrinsic motivation, provide more valid and reliable information, and facilitate social knowledge construction with peer learners using digital technologies. Consequently, feedback in the digital learning environment should be approached from multiple perspectives. This study explores the following three types of feedback: (1) the internal feedback that can be provoked by the learning environment or learning tasks; (2) the external feedback that can be offered by teachers or experts; and (3) the peer feedback from peer learners. Synthetically analyzing Csikszentmihaly’s (1975, 1990) theory of flow, Kluger & DeNisi’ (1996) feedback intervention theory, and Miyake’s (1986) study of constructive criticism between collaborating peer learners, the derived principles and strategies are categorized as follows: (1) environment design principles and strategies that stimulate internal feedback, (2) external feedback design principles and strategies, and (3) environment design principles and strategies that facilitate peer feedback. Both empirical and theoretical future research recommendations are suggested based on the limitations of this study. This study may aid in initiating learner-centered feedback research that considers learners, technologies, and resources available in the digital learning environment.

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