블렌디드 학습 환경에서 성찰 수준과 스캐폴딩 유형이 인지적 실재감 및 학업성취에 미치는 효과

초록

The purpose of this study is to examine how the scaffolding types and learners' reflexive level can have an effect on cognitive presence and school achievement level in blended learning environment. For this, a cyber class which was provided by Seoul Metropolitan Office of Education was created and then online contents were provided through the online class. The experiment group was classified into a high level of reflexive thinking group and a low level of reflexive thinking group after carrying out a pre-test of reflexive thinking level, and then they were again divided into a task-supported scaffolding group and a self-monitoring scaffolding group. 157 middle school students participated in the blended learning for 6 weeks, in a middle school at Seoul, Korea. Result show that the levels of learners' reflexive thinking have a significant effect on cognitive presence and achievement test. Also, when a high level of reflective thinking group received task-supported scaffolding, they earned significantly higher scores on school achievement tests than did a low level of reflective thinking group. Findings are expected to help instructional designers to create design elements that improve the cognitive presence during their' cognitive activities in blended learning classes.

키워드