평생교육을 위한 웹 기반 학습에서 상호작용 유형에 따른 효과 분석 = Effects of different types of interaction on learning and satisfaction in a Web-based lifelong learning environment

다국어 초록 (Multilingual Abstract)

Question-generation training is a strategy that students practice making questions. Through this practice, students can learm how to study and construct. their own knowledge. The characteristics of question-generation training are that students learn through their dialogue and teachers or other colleague``s scaffolding is necessary and so on. The results of researches have informed that question-generation training improves students`` reading and problem solving ability and verbal interaction. Especially, the effect on problem solving performance is examined in this study. The difference between this research and others is to apply question-generation training in CMC learning environment. Two sessions of which are for collective education and six of are for distance education. During collective education period, experimental group was informed of the meaning of question and was guided in using strategic questions while control group was noL During distance education period, experimental group was encouraged to use strategic questions while control group was not. But two groups shared the same web program and students could see strategic questions by clicking ``question card`` button in the program which was designed for this experiment After education period, two more sessions were progressed for verifying the effect of question-generation training on problem solving performance. Different problems were provided in each session and students had to solve the problems collaboratively by using chatting program. After the experiment, an analysis about the message contents of student``s dialogue was conducted and problem solving process and the results of examinations for measuring problem solving ability were analyzed as well In the analysis of message contents, experimental group``s frequency of questions and resJXlnses was higher than that of control group. Besides, experimental group provided much evidence for problem solving and solved well than control group. However, no significant difference between two groups was in the examination for measuring problem solving ability. This research proves that question-generation training is helpful to improve the frequency of questions and interaction between students and that it helps students to show much evidence for problem solving and to access problems effectively. Further research is needed to apply question-generation training to more field studies and to find effective strategies in CMC learning environment.