본 연구의 목적은 서로 다른 학습환경에서 비구조화된 문제가 주어졌을 때 협력적 문제해결과정상의 차이가 있는지를 탐색해 보는데 있다. 본 연구를 통해 학습환경별 비구조화된 협력적 문제해결과정의 차이를 이해할 수 있다면 협력적 문제해결 학습과정을 효과적으로 촉진할 수 있는 교수?학습프로그램 개발과 전략구성의 기초적 자료로 활용될 수 있을 것으로 기대할 수 있다. 연구를 위해 연구자는 대학 신입생 24명을 대상으로 하여 이들이 각 집단에서 문제해결을 위해 생성한 메시지들을 분석대상으로 하여 순차분석을 실시하였다. 각 집단별 문제해결과정을 분석한 결과 비구조화된 문제의 경우 학습환경에 따른 문제해결과정에서의 차이가 나타났다. 즉, 면대면의 경우 모든 문제해결단계가 고르게 나타난 가운데 빈번히 나타난 해결과정 수정과 동의단계를 통해 비교적 빠른 시간안에 타인의 의견에 대한 비평 및 정당화과정을 통한 조정된 해결안을 도출했다. 반면 웹기반의 경우 해결책제시와 해결책비평 등이 문제해결과정의 상당 부분을 차지하였고, 웹 등의 자료검색을 통해 자신의 의견제시를 위한 논리적 근거에 기반한 해결안제시의 메시지가 다수 제시되며 최종 해결안이 제시되는 것으로 나타났다.
The purpose of this study was to investigate differences on problem solving process with problem structure in learning environment. To achieve this, the study compared functional message content and group interaction patterns in F2F and Web-based groups in terms of problem solving activities while solving ill-structured problems. For this study, 24 students' data were collected from K university freshmen in Seoul. Event sequential analysis was used to measure messages frequency and interaction patterns between threaded messages from F2F and Web-based. It was found that there were in ill-structured problems. there were differences message content and group interaction patterns between F2F and Web-based in ill-structured problems. The quantity of messages in Web-based than in F2F conversation was smaller but reflected more on their critical thinking and ideas in reaching their decisions for problem-solving. It was also found that participants suggested messages paratactically with criteria development(CD) and solution development(SD) in Web-based. The other side, students discussed as suggesting their additional one with other person's opinions for one solution development in F2F. In additional, Participants made one solution development rapidly through frequent phases of OO and solution approval(SA) in F2F environment while solving problems. In this study, Web-based environment enabled learners to participate critical thinking activities interactively in group collaborative learning process. There was differences of problem-solving process in collaborative learning environment. In additional, there are clearly advantages and disadvantages of F2F and Web-based for supporting group problem solving for ill-structured problems. From this results, It was discussed the implication for designing the collaborative learning environment.
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