웹기반 협동학습에서 학습자의 5요인 성격 특성이 상호작용과 성취도에 미치는 영향 = The Effects of Learner`s Personality Traits on Interaction and Academic Achievement in Web-based Cooperative Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examined the effects of learners` personality traits named extraversion, agreeableness, conscientiousness, neuroticism, and openness on students` participation, interaction, and individual as well as team achievement. Interaction in this study was classified by the contents of message as task-related and task-not-related. Sixty three students who took an online course at a university located in Seoul, Korea participated, and the research lasted for 15 weeks. Personality traits, interaction and academic achievement were measured sporadically throughout course period. Results of this study are summarized as follows: First, agreeableness was a positively significant predictor of the number of participation (β=.34, p<.01) and task-related message(β=.33, p<.01). Second, conscientiousness(β=.30, p<.05) and extraversion(β=-.29, p<.01) predicted individual academic achievement significantly. While conscientiousness was a positive predictor of individual academic achievement, extraversion, however, was a negative predictor. Extraversion(β=.31, p<.05) was also a significant positive predictor of team achievement. This study also suggested some implications on effective group composition according to personality traits in web-based cooperative learning. Further studies on validation as well as generalization of the results were suggested for the success in web-based cooperative learning.

참고문헌 (Reference)

1 최성희, "통신망의 교육적 활용:이론과 실제" 학지사 2000

2 구양삼, "토론을 강조한 MBL 실험수업에서 리더유형에 따른 언어적 상호작용의 특성" 전북대학교 2007

3 최영, "인터넷 신문의 상호작용성에 관한 연구" 44 (44): 172-200, 2000

4 강명희, "웹기반 프로젝트 학습에서 학습실제성, 학습동기, 성취도 간의 관계 규명" 한국교육공학회 24 (24): 23-51, 2008

5 강옥미, "웹기반 언어학 협동학습에 있어서 원격학습과 면대면학습의 효율성 비교" 14 : 71-92, 2001

6 정재삼, "웹 기반 토론에서 학습자의 참여도, 성취도 및 만족도 관련 요인의 효과 분석" 16 (16): 107-135, 2000

7 임정훈, "웹 기반 문제해결 학습환경에서 소집단 협동학습전략이 온라인 토론의 참여도와 문제해결에 미치는 효과" 서울대학교 1999

8 정인성, "웹 기반 교육의 효과 요인 분석 ,웹 기반 교육" 교육과학사 299-330, 1999

9 강명희, "온라인 학습활동과 학업성취도에 대한 학습자의 성격 특성(Big-Five Personality Trait)의 예측력 검증" 20 (20): 109-128, 2008

10 이종연, "실시간 웹 기반 교육 운영 사례 연구 - K 대학교 실시간 웹 강좌 운영을 중심으로 -" 한국교육정보미디어학회 9 (9): 5-37, 2003

11 유태용, "성격의 5요인과 학업수행간의 관계" 28 : 197-214, 1998

12 김도영, "성격의 5요인과 조직에서의 맥락수행간의 관계" 15 (15): 1-24, 2002

13 박락영, "공업계 고등학교에서 수업유형 (ICT 활용수업/면대면 수업)과 성격유형(외향성/내향성)이 학생의 학업성취도에 미치는 영향" 29 (29): 24-32, 2004

14 Moore,M.G., "Three types of interaction in:Distance education: New persopectives" Routledge 19-24, 1993

15 Rose, C. L., "The role of the big five personality factors in vigilance performance and workload" 16 (16): 185-200, 2002

16 Barrick, M. R., "The big five personality dimensions and job performance: A meta-analysis" 44 (44): 1-26, 1991

17 Peeters, M. A. G., "The big Five personality traits and individual satisfaction with the team" 37 (37): 187-211, 2006

18 Reilly, R. R., "The Role of Personality in New Product Development Team Performance" 19 (19): 39-58, 2002

19 John, O. P., "The Big Five trait taxonomy: History, measurement, and theoretical perspectives in:Handbook of personality: Theory and research" Guilford Press 102-138, 1999

20 John, O. P., "The "Little Five": Exploring the nomological network of the five-factor model of personality in adolescence boys" 65 (65): 160-178, 1994

21 Cohen,E.G., "Restructuring the classroom: Conditions for productive small groups" 64 (64): 1-35, 1994

22 Schniederjans, M. J., "Relationship of student undergraduate achievement and personality characteristics in a total web-based environment: An Empirical study" 3 (3): 205-221, 2005

23 Furnham, A., "Personality and intelligence as predictors of statistics examination grades" 37 (37): 943-955, 2004

24 Rothstein, M. G., "Personality and cognitive ability predictors of performance in graduate business school" 86 (86): 516-530, 1994

25 Guilford,J.P., "Personality" McGraw-Hill 1959

26 Harasim,L.M., "Online education: An environment for collaboration and intellectual amplification in: Online Education: Perspectives on a new environment" Praeger 39-64, 1990

27 Tiene,D., "Online discussions: a survey of advantages and disadvantages compared to face-to-face discussions" 9 (9): 371-384, 2000

28 Johnson, D. W., "Learning together and alone: Cooperation, competition, and individualization" Allyn and Bacon 1999

29 임승환, "LCSI(Lim's Character Style Inventory)성격검사 개발 및 타당화 연구" 연세대학교 2003

30 Chen, S., "Influence of Personality on Online Discussion. Journal of Interactive Online Learning, 3(2). http://www.ncolr.org/jiol/issues/PDF/3.2.2.pdf 에서 2008년 6월 20일 검색"

31 Wagner,E.D., "In support of a functional definition of interaction" 71 : 19-26, 1997

32 Jonassen, D. H., "Handbook of individual difference, Learning, and instruction" Lawrence Erlbaum Associates 1993

33 Mount, M. K., "Five-factor model of personality and performance in jobs involving interpersonal interactions" 11 : 145-165, 1998

34 Slavin,R.E., "Cooperative learning: Where behavioral and humanistic approaches to classroom motivation meet" 88 (88): 29-37, 1987

35 Strijbos, J. W., "Content analysis: What are they talking about" 46 (46): 29-48, 2006

36 De Weber, B., "Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review" 46 (46): 6-28, 2006

37 Henri,F., "Computer conferencing and content analysis in:Collaborative Learning Through Computer Conferencing: The Najaden papers" Springer-Verlag. 117-136, 1992

38 Veerman A., "Collaborative learning through computer-mediated communication in academic education" 625-632, 2001

39 Brandon, D. P., "Collaborative Learning and computer-supported groups" 18 (18): 109-126, 1999

40 O'Connor, M. C., "Big five personality predictors of post-secondary academic performance" 43 (43): 971-990, 2007

41 Landers, R. N., "An investigation of Big Five and narrow personality traits in relation to Internet Usage" 22 (22): 283-293, 2006