한국IT서비스학회지 (Journal of Information Technology Services)

한국IT서비스학회 (Korea Society of IT Services)
권호 표지
DOI QR코드

DOI QR Code

온라인 토론학습에서 스캐폴딩과 자기규제가 참여와 수행에 미치는 효과

Facilitating Adult Learning : The Effects of Scaffolding Strategies and Self-Regulation on Discussion Participation and Performance in Online Learning

  • Kyun, Suna (Learning and Teaching Center, Gachon University) ;
  • Kim, Sung Ah (WEE Center, Seoul Metropolitan Office of Education(Northern District)) ;
  • Lee, Jae-Kyung (Department of Education, Sookmyung Women's University) ;
  • Lee, Hyunjeong (Graduate School of Education, University of Seoul)
  • 투고 : 2014.10.28
  • 심사 : 2015.01.01
  • 발행 : 2015.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

As the life expectancy of human beings gets longer and our society changes into highly competitive arena, the implementation of online adult learning is growing, and therefore the learners in self-regulated scaffolding learning environments is becoming an important topic. This study is to investigate the main effects of scaffolding and self-regulation and the interaction effect on discussion participation and comprehension in online learning environments. To do this, ninety-nine adults taking online learning courses with the open university in Korea were investigated. Adult learners were divided into one of the four groups (no scaffolding, conceptual, strategic, and conceptual and strategic scaffoldings). Regarding self-regulation, learners were divided into two groups (low and high self-regulated) based on the mean score of subjective report of self-regulated learning. The results are as follows : First, 'strategic scaffolding' is more effective than 'conceptual scaffolding' in discussion participation (F=2.772, p < .05) and comprehension test (F=7.156, p < .05). Second, high self-regulated learners more actively participate than low self-regulated learners in discussion (F=6.230, p < .05), and achieve higher scores (F=4.863, p < .05). Third, there is no interaction effect between scaffolding strategies and the level of self-regulation. The theoretical and practical implications of these findings are discussed.

키워드

참고문헌

  1. Azevedo, R., G.J. Cromley, I.F. Winters, C.D. Moos, and A.J. Greene, "Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia", Instructional Science, Vol.33, 2005, 381-412. https://doi.org/10.1007/s11251-005-1273-8
  2. Bai, H., "Students' Use of Self-regulatory Tool and Critical Inquiry in Online Discussions", Journal of Interactive Learning Research, Vol.23, 2012, 209-225.
  3. Barr, B.A. and S.F. Miller, "Higher Education : The Online Teaching and Learning Experience", ERIC Document Reproduction Service, 2013, No. ED543912.
  4. Bear, A.A.G., "Technology, Learning, and Individual Differences", Journal of Adult Education, Vol.41, 2012, 27-42.
  5. Choi, I., M.S. Land, and J.A. Turgeon, "Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion", Instructional Science, Vol.33, 2005, 483-511. https://doi.org/10.1007/s11251-005-1277-4
  6. Dabbagh, N. and A. Kitsantas, "Using webbased pedagogical tools as scaffolds for self-regulated learning", Instructional Science, Vol.33, 2005, 483-511. https://doi.org/10.1007/s11251-005-1277-4
  7. Darabi, A. and L. Jin, "Improving the quality of online discussion : the effects of strategies designed based on cognitive load theory principles", Distance Education, Vol.34, 2013, 21-36. https://doi.org/10.1080/01587919.2013.770429
  8. Eom, W. and A.R. Reiser, "The Effects of Self- Regulation and Instructional Control on Performance and Motivation in Computerbased Instruction", International Journal of Instructional Media, Vol.27, 2000, 247-260.
  9. Hadwin, F.A., L. Wozney, and O. Pontin, "Scaffolding the appropriation of self-regulatory activity : A socio-cultural analysis of changes in teacher-student discourse about a graduate research portfolio", Instructional Science, Vol.33, 2005, 413-450. https://doi.org/10.1007/s11251-005-1274-7
  10. Hannafin, M., S. Land, and K. Oliver, Open learning environments : Foundations, Methods and models. Instructional design theories and models (Vol. 2). Mahwah, NJ : Erlbaum, 1999.
  11. Hwang, K. and C. Yang, "A synchronous distance discussion procedure with reinforcement mechanism : Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period", Computer and Education, Vol.51, 2008, 1538-1552. https://doi.org/10.1016/j.compedu.2008.02.004
  12. Jonassen, H.D. and H. Kwon, "Communication patterns in computer mediated versus face to face group problem solving", ETR&D, Vol.49, 2001, 35-51. https://doi.org/10.1007/BF02504505
  13. Joo, Y., M. Bong, and H. Choi, "Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction", ETR&D, Vol.48, 2000, 5-17.
  14. Kapur, M., J. Voiklis, and K.C. Kinzer, "Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL)groups", Computers and Educations, Vol.51, 2008, 54-66. https://doi.org/10.1016/j.compedu.2007.04.007
  15. Kramarski, B. and N. Mizrachi, "Onilne interactions in a mathematical classroom", Educational Media International, Vol.43, 2006a, 43-50. https://doi.org/10.1080/09523980500490778
  16. Kramarski, B. and N. Mizrachi, "Online discussion and self-regulated learning : effects of instructional methods on mathematical literacy", Journal of Educational Research, Vol.99, 2006b, 218-230. https://doi.org/10.3200/JOER.99.4.218-231
  17. Lajoie, P.S., "Extending the scaffolding metaphor", Instructional Science, Vol.33, 2005, 541-557. https://doi.org/10.1007/s11251-005-1279-2
  18. Poitras, E.G. and S.P. Lajoie, "Developing an agent-based adaptive system for scaffolding self-regulated inquiry learning in history education", ETR&D, Vol.62, 2014, 335-366. https://doi.org/10.1007/s11423-014-9338-5
  19. Puntambekar, S. and A. Stylianou, "Designing navigation support in hypertext systems based on navigation patterns", Instructional Science, Vol.33, 2005, 451-481. https://doi.org/10.1007/s11251-005-1276-5
  20. Yang, Y., "Effects of embedded strategies on promoting the use of self-regulated learning strategies in an online learning environment", Journal of Educational Technology Systems, Vol.34, 2006, 257-269. https://doi.org/10.2190/9472-TU0X-1M7J-3Y8Q
  21. Young, D.J., "The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction", ETR&D, Vol.44, 1996, 17-27. https://doi.org/10.1007/BF02300538
  22. Zimmerman, B.J., Attaining self-regulation : A social cognitive perspective. In M Boekaerts, P. Pintrich and M Seidner (ed.), Self-regulation : Theory, Research, and Applications, pp.1-39. Academic Press : Orlando, FL, 2000.