온라인 토론학습에서 목표지향성유형에 따른 동기지원전략이 학습참여와 지식구성단계에 미치는 효과

초록

The purpose of this study is to examine the effects of providing types of goal-oriented contexts on learning engagement and knowledge construction process in an online discussion environment. 84 students at a cyber university in Korea were participated in this study. Students in the experimental group worked at the online discussion environment where they received motivation supports with learning-oriented context and the performance-oriented context, respectively. On the other hand, students in the control group worked at an online discussion environment where they did not receive a motivation support. Goal-oriented context included three instructional design elements: (a) task design, (b) distribution of authority and (c) evaluation practice. Dependent variables were learning engagement and the knowledge construction process. Results are as follows: First, no significant difference was found between types of goal-oriented contexts on learning engagement. However, students worked in both goal oriented contexts showed significantly higher scores on learning engagement than those in control group. Second, students in learning goal-oriented contexts showed higher scores on knowledge sharing (phase 1), the first process of knowledge construction than those in performance-oriented contexts. In addition, students in both goal-oriented contexts showed higher scores on other stages of knowledge construction: the discovery and exploration of dissonance or inconsistency among ideas(phase 2), negotiation of meaning/co-construction of knowledge(phase 3), testing and modification of proposed synthesis or co-construction(phase 4) and agreement statement/applications of newly constructed meaning(phase 5). Implications were suggested for effective learning engagement and higher level of knowledge constructions in online discussions.

키워드