웹 기반 자기 조절 학습 환경을 위한 절계 전략의 특성과 효과

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 17권 / 3호
ㆍ저자명 : 임철일

목차

I. 문제의 제기
II. 이론적 배경
III. 연구 방법
IV. 연구의 결과
V.논 의
VI. 결론 및 제언
참고문헌

한국어 초록

본 연구에서는 웹 기반의 자기 조절 학습 환경 설계를 위한 전략을 개발하고 그것의효과성을 양적 차원에서 검토함과 동시에 이러한 설계 전략의 개선 방향을 질적 차원에서 확인하고자 하였다. 자기 조절 학습 구성 요소 및 자기 조절 학습을 촉진하기 위하여제안된 여러 가지 설계 전략에 대한 선행 연구를 바탕으로 ‘웹 기반 자기 조절 학습 지원체제’를 구축하였으며， 이를 활용하여 대학생을 대상으로 하는 웹 기반 강좌를 개발하였다. 일반적 인 웹 기반 강좌를 수강한 학생과 자기 조절 학습 지원 체제가 포함된 웹 기반강좌를 수강한 학습자들 간의 학업 성취 수준을 통계적 으로 분석하였다. 그 결과 집단간 평균에 있어서 의 의 있는 차이가 나타나지 않았으며， 자기 조절 학습 수준에 따른 처치의 상호작용 효과도 볼 수 없었다. 실험 종료 후 실시된 심충 면담을 통하여 제안된 체제가 어떻게 개선되어야 하는지를 분석하였다. 결론적으로， 자기 조절 학습을 촉진하는전략들을 웹 기반 강좌의 학습 환경에 포함하는 것 이외에 다음과 같은 측면툴이 반영되어야 함을 확인할 수 있었다. 첫째， 자기 조절 학습 그 자체 및 자기 조절 학습을 촉진하기 위한 전략에 대한 체계적 인 안내가 별도로 필요하다. 둘째， 웹의 학습자 경 로 추적 기능을 보다 발전시켜서 학습자의 목표 설정， 학습 점검， 그리고 시스랩 차원의 조언 기능이 연계될 수 있도록 하여야 한다. 마지막으로， 시스랩 차원에서 자기 조절 학습을 지원하는 것과 함께 초기 단계에는 교수자의 적 극적 인 관여가 있어야 하며， 학습자는 자기조절 학습을 지원하기 위한 요소들을 필수적 으로 경험할 수 있도록 하여야 한다.

영어 초록

The pU!1XJSe of this study was to develop and examine designing strategies for supportingself-regulated learning in Web-Based Instruction. Previously, WBI studies focusEd on theinteractivity between students and content, the interface between students and screen, andthe interactivity among students and teachers. These studies relied on an assumption thatstudents are resically regulating their own learning in WEI. Students know when and howto study learning materials and manage their own learning schedules. However, this as­sumption can be refuted when we observe that students show different levels of self-regulatedlearning skills in WBI. This study triEd to come up with a support system for selfregulatedlearning in WEI where students with different levels of self-regulated learningskills could diroct their own learning successfully without participating in particular trainingprograms to acquire the self -"regulated learning skills.The support system was developed in the following three steps. First, the results of conceptualclarification about self-regulated learning were examined, and ten self-regulatedlearning strategies were identified. Second, three levels of a support system for self-regulatedlearning in WBI were suggested: level one for general orientation strategies, level twofor content-related learning environment strategies, and level three for students learningpath-relata:! strategies. Finally, a Web-based self-regulated learning support system, orWBS has been developed to prescribe the learning environment for guiding and acceleraingself-regulated learning. The learning environment consisted of (1) both measuring andadvising self-regulated learning skills and confirming the learning obj3ctives for self-evaluatingSRL strategies (2) identifying learning paths for goal-setting and planning and selfconsequatingSRL strategies (3) verifying questions for rehearsing and memorizing SRLstrategies, (4) eloctronic note taking and writing a reflective jmrnal for keeping recordsand monitoring SRL strategies, (5) providing additional information for seeking informationSRL strategies, (6) providing a conceptual map for organizing and transforming SRL strat-egIffi, (7) advising about the physical learning environment for environmental structuringSRL strategies, and (8) asking quffitiOns to experts and assistants using email for sookingsocial assistants SRL strategiffi.The supJX)rt system was implemented on an existing web 􀄍dution, a Korean commercialplatform for Web-BasErl Instruction. In order to examine the effocts of the system, a Web-based collegiate course was developed. The course was implemented on two versions ofthe solution. One version was a normal one, and the other version had the support systemfor guiding self-regulated learning. Two groups of students participated in the respectivecourse until the seventh week of the course syllabus, and the mid-term exam wasadministered in a classroom. The results showed that there was not a statistically significantdifferen􀄌 between two groups, and neither was found in the interactive effect of thelevel of self-regulated learning and WBS.In-depth interviews with individual students were conducted to collect opinions aboutwhich functions worked well or not and what were the reasons for those opinions. Sugges­tions were made in the following areas from the statistical results and in-depth analysis ofinterviews with students. First, it is necessary to have a systematic explanation of self-regulatedlearning and the support system to the students. Sromd, the tracking technologyshould be developed so that students can check their goal settings, and a more relevantadvisement of the system should be provided on the ffisis of the results. Finally, the activeinvolvement of a teacher should play an imJX)rtant role in the initial phase of the self- regulatedlearning process, and students should be required to participate in the components ofthe learning environment.

참고 자료

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