본 연구는 웹 기반 학습 환경에서 자기조절학습이 집단 유형과 과제 유형에 따라 어떠한 학습 효과가 있는지를 실증적으로 분석한 것이다. 웹 기반 협력학습, 인지이론, 과제중심학습 및 학습자 성찰을 연구의 주요 이론적 기저로 삼았다. 여기서는 개인학습과 협력학습을 집단 유형’으로 개념이해형 과제와 지식적용형 과제를 ‘과제 유형’으로 규정하고 두 변인이 자기조절학습에 미치는 효과를 살펴보았다. 과제를 해결하는 과정에 있어서 같은 집단 유형이라도 과제 유형에 따라 메시지 빈도가 다르게 나타났으며, 메시지 항목별로 집단 간 메시지 빈도는 ‘점검 및 협력’ 항목을 제외하고는 모두 유의미한 차이가 나타났다. 또한, 과제해결 수행에 있어서 과제 유형 간에는 유의미한 차이가 나타나지 않았으나, 집단 유형 간에 유의미한 차이가 있음을 밝혀내었다. 따라서 웹 기반 학습 환경에서 자기조절학습이 효과를 거두려면 자기조절학습을 지원하 는 프로그램이 집단 유형보다는 어떠한 과제 유형을 수행할 것인가를 고려하여 학습자의 자기조절학습을 지원하고 유의미한 학습 경험을 이끌어 내도록 설계해야 할 것이다.
The purpose of this research is to investigate how self-regulated learning affect group style and task style in the web-based learning environments. Theoretical framework for the study is based on web-based collaborative learning, cognition theory, task based learning and learner reflection. The importance of the learners' self-regulation in learning has been continuously reviewed by many educational researchers. In addition, it was supported by previous research results. Based on theoretical frameworks and previous researches on self-regulated learning provided design principles and strategies for cognitive tools supporting learner's self-regulative activities. As a result of this study, we have developed and applied to investigate (1) differences between the types of groups and the types of tasks on learner's task solving process, (2) differences between the types of groups and the types of tasks on learner's task solving performance. The two groups of learners regulated differently on concept comprehension and knowledge application task types. The total of 137 graduate students from A University participated in the study for the period of four weeks. Based on the type of self-regulation groups and tasks, participants were divided into four groups such as individual learning-concept comprehension, individual learning-knowledge application, collaborative learning-concept comprehension, and collaborative learning-knowledge application. The result of the study can be summarized as follows: First, in the study, the groups performing the same tasks did not show any differences in message frequencies. Second, for differences between the group performances, individual learners scored higher than collaborative groups in their achievement. For differences between the task types, however, knowledge application learners scored higher than those in concept comprehension. Although the differences were insignificant for individual and collaborative groups for concept comprehension tasks, however, knowledge application tasks showed significant differences in performances. The implication of the result indicated the effects of self-regulated learning in web-based learning seem significant for individual learning-knowledge application type of learning. In future research it is recommended that self-regulation supporting tool designs should consider components of group and task types.
I. 서론 II. 이론적 배경 III. 연구방법 및 절차 IV. 연구 결과 V. 결론 및 제언 참고문헌
