웹기반 원격교육에서 구조화된 협동학습 전략과 학습자 상호작용 전략의 효과

The effects of structured cooperative learning strategies and learner\ s interaction strategies in Web-based distance instruction

이 연구는 웹기반 원격교육에서 구조화된 협동학습 전략과 학습자 상호작용 전략이 학업성취에 미치는 효과를 검증한 것이다. 연구대상은 00 대학에서 교직과정을 이수중인 남녀학생 186명이었다. 실험설계에 따른 독립변인으로는 구조화된 협동학습 전략과 학습자 상호작용 전략을, 그리고 종속변인으로는 학업성취도를 설정하였다. 구조화된 협동학습 전략으로는 Dansereau와 그의 동료들이 개발한 MURDER을 기초로 하여 질문 중심과 과제 중심 전략을 제시하였고, 상호작용 전략으로는 동시적 상호작용과 비동시적 상호작용 전략을 사용하였다. 연구결과 다음과 같은 사실을 확인하였다. 첫째, 웹기반 수업에서 구조화된 협동학습전략은 학습자의 학업성취도에 긍정적 영향을 미친다. 둘째, 구조화된 협동학습 전략에서 질문 중심 협동학습이 과제중심 협동학습보다 더 효과적이다. 셋째, 학습자들의 상호전략에서 동시적 상호작용 효과가 비동시적 상호작용 효과보다 더 큰 것으로 나타났다. 넷째, 구조화된 협동학습 전략과 학습자 상호작용 전략 간에 의미 있는 상호작용 효과가 없는 것으로 나타났다.

The purpose of this study is to verify the effect of the structured cooperative learning strategies(SCLS) and learner\ s interaction strategies(LIS) on students\ academic achievement in Web-based distance instruction. This paper also intended to find out the effects of interaction between the SCLS and LIS. For this study, empirical analysis was based on the data from 186 university students. The cooperative learning groups were organized by randomly with homogeneous three to five students. By using SPSS 10.0 for windows, ANOVA was conducted to analyze the results. The results of this experiment can be summarized as follows. First, structured cooperative learning strategies are positive effect on the learner\ s academic achievement in Web-based distance instruction. Second, there was significant difference in students\ academic achievement according to the type of cooperative learning in SCLS. That is, question-based cooperative learning is more effective in students\ academic achievement than task-based cooperative learning. Third, there was also significant difference in students\ academic achievement according to the type of learner\ s interaction in LIS. That is, simultaneous interaction cooperative learning is more effective in students\ academic achievement than non-simultaneous interaction cooperative learning. Fourth, there was no significant cooperating effect between SCLS and LIS on students\ academic achievement.