집단지성의 구현을 위한 협력학습의 원리 탐색 = Exploring the principles of collaborative learning for realization of collective intelligence

다국어 초록 (Multilingual Abstract)

This study explores the principles of collaborative learning for realization of collective intelligence. A remarkable upsurge in research has taken place during the past few decades on the academic, attitudinal, and social interactive effects of collaborative learning. In general, five variables have been regarded as the essential elements of collaborative learning: positive interdependence, promotive interaction, individual accountability, appropriate use of social skills, group processing. However it is criticized that those elements cannot identify the distinctive principles of collaborative learning to realize collective intelligence. So, this study aims to try and clarify the peculiarity of collective intelligence, and review the studies about the effects of team-based work and motivation in small group performance. In relation to that, the endogenous principles of collaborative learning for realization of collective intelligence and its implications for further research are suggested as follows: Firstly, the value of the task in collaborative learning should be reconceptualized as a means to provide the synergy experience rather than as an ends which needs to be accomplished in due time. Secondly, the interpersonal relations should be primarily based on the mutual and multilateral exchange rather than the hierachical and unilateral relation. Finally, the effect of collaborative learning should be assessed focusing on the subjective individual experience rather than objective group product. And intrinsic satisfaction from ‘heuristic passion’ and ‘persuasive passion’ needs to be emphasized.

국문 초록 (Abstract)

협력학습은 공유된 교육적 관심을 토대로 집단을 이루어 함께 작업을 하는 방법으로, 수십 년 동안 상당한 지지를 받아왔다. 그런데 집단 과제수행에 대한 많은 경험적 연구들을 통해 공동 작업 자체가 시너지효과를 보장하는 것은 아니며, 개인별 수행의 합을 뛰어 넘어 집단지성을 구현하는 의미를 가지기 위해서는 여러 차원에 걸친 까다로운 조건이 요구됨을 확인할 수 있었다. 이러한 맥락에서 본 연구는 협력학습의 원리를 ‘집단지성의 구현’이라는 관점에서 비판적으로 탐색해 보고자 하였다. 이를 위해 먼저, 집단지성의 의미와 특성에 대한 논의를 개관한 후, 집단 과제수행 효과를 구성하는 요인과 집단 과제수행 과정에서의 참여 열의에 영향을 미치는 요인 등에 대한 선행연구를 분석함으로써 일반적인 집단 과제수행이 지닌 효과와 한계를 확인하였다. 이러한 논의를 토대로, 집단지성을 구현하기 위한 협력학습의 원리와 그 과제를 다음과 같이 도출하였다. 첫째, 협력학습 과제의 성격이 ‘목적’이 아닌 ‘도구’로 규정될 필요가 있다는 점, 둘째, 집단 구성원들 간의 관계가 ‘단선적 우열 관계’가 아닌, ‘복선적 상호교류 관계’로 상정되어야 한다는 점, 그리고 셋째, 협력학습의 효과가 집단 성과물이 아닌, 구성원 각자의 교육적 체험에 초점을 맞추어 평가되어야 한다는 점 등이다. 아울러 향후 연구는 ‘전통적 개별학습’과의 비교우위를 입증해 보이기 위해 도식적인 절차를 처방하고 수량적인 단기 효과에 주목했던 기존의 방식보다는, 협력학습의 내재율을 포착하기 위한 보다 정교한 개념틀과 작동 기제의 탐색에 주목할 필요가 있음을 제언하였다.

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