대학 학습공동체 참여과정에서 나타나는 성과집단별 특성 및 활동양상 분석

An Analysis of the Features and Aspects of Student Activities from Different Performance Groups Participating in the College Learning Community

본 연구의 목적은 학습공동체 활동성과(우수집단/일반집단)에 따른 참여동기, 만족도, 핵심역량의 차이와 참여단계에 따른 활동양상을 비교분석하는 데 있다. 이를 위해 학습공동체 참여학생 59명의 만족도 조사지와 성찰일지를 수집하고, 독립표본 t검정과 연역적 내용분석을 사용하여 자료를 분석하였 다. 주요연구결과는 다음과 같다. 첫째, 모든 집단에서 학습공동체 참여동기는 ‘전공역량 강화’, 만족한 점은 ‘학생의 적극적인 참여’가 1순위로 나타났다. 또한, 독립표본 t검정 결과, 우수집단의 만족수준 및 핵심역량이 일반집단에 비해 유의미하게 높았다. 둘째, 학습공동체 활동양상 비교를 위한 최종 분석틀(3개 단계, 17개 평가지표)을 재구성하였다. 셋째, 학습공동체 활동양상에 대한 집단 간 비교 결과 11개 평가지표에서 우수집단의 반응빈도가 높았으며, 모든 단계에서 고루 높은 빈도를 보였다. 특히 실행단계의 모든 문항에서 우수집단의 반응빈도가 높았다. 마지막으로 이러한 연구결과를 바탕으 로 운영 시사점을 도출하고, 학습공동체 활성화를 위한 방안을 제안하였다.

This study aimed to analyze the motivation of participation, satisfaction, and core competencies of two different groups of students, namely, higher and average performance groups, and then to compare the distinctive aspects of their activities according to the participation stages. For these purposes, this study collected the reflection journals and satisfaction surveys from 59 students who participated in the learning community, and analyzed the collected data by using content analysis and the independent t-test. The main research findings were as follows. First, in both groups, the participants were motivated most by enhancing the major competencies, and they were satisfied most with the active participation of their fellow students. Additionally, the independent t-test showed that the scores pertaining to program satisfaction and core competencies of the higher performance group were significantly higher than those of the average group. Second, this study reconstructed the frameworks from the previous studies and developed the final framework, including 3 participation stages and 17 evaluation indicators for comparing the distinctive aspects of student activities. Third, compared to the average group, the results showed that the higher performance group had more frequency of responses in 11 evaluation indicators. The results also showed higher frequency of responses in all of the three stages of participation. Remarkably, the higher performance group had more frequency of responses in all the indicators included in the execution stage. Lastly, based on all the findings, this study derives practical implications applied to manage and support learning communities, and makes suggestions for strengthening the program.