스캐폴딩 유형에 따른 스토리텔링 활용 웹기반 협력학습의 교육적 효과 = The Effects of Scaffolding Types on Learning When Using Web-based Collaborative Storytelling Methods

다국어 초록 (Multilingual Abstract)

The goal of this study is to explore the effects of scaffolding types on learning when using web-based collaborative storytelling methods. This study demonstrates that a significant difference could not be found between the effects of scaffolding types (self-monitoring / task-supporting) on overall academic achievement. However, for descriptive and essay type assessment items the group provided with self-monitoring scaffolding showed significantly higher scores than the group provided with task-supported scaffolding. Self-monitoring scaffolding had a positive impact on overall academic self-efficacy compared to task-supporting scaffolding. On the contrary, task-supporting scaffolding had a relatively positive impact on the quality of student generated mathematical stories which was an outcome of collaborative learning. Self-monitoring scaffolds that stimulate metacognition appears to be more effective for solving unstructured problems and increasing academic self-efficacy, while task supporting scaffolds can lower the cognitive load of the learner and increase the quality of task completion.

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