웹기반 학습환경에서 협력적 성찰이 문제해결 수행 및 과정에 미치는 영향 = The Effects of Collaborative Reflection-Supporting Tools on Problem Solving Performance and Process in Computer Supported Collaborative Learning Environments

다국어 초록 (Multilingual Abstract)

The purpose of this research is to analyze how collaborative reflection affects on group problem-solving performance and process in the CSCL (Computer Supported Collaborative Learning) where learners widely dispersed in different time and places over the internet cooperate in order for the collective knowledge-building. The theoretical framework for this study is based on the social cognition theory, problem based learning, reflective practice, and the group processing in collaborative learning situation. The importance of the learner`s reflective thinking in the learning situation has been continuously reviewed with former research results. ‘Individual reflection’ with which learners focus self-internalization during learning is regarded as a conventional concept, meanwhile the reflective thinking with social interactions among learners is considered as ‘collaborative reflection’. The major research interests and methods of the study are as follows: First, this research identified how learners would perform the problem-solving tasks such as those of concept comprehension and knowledge construction. Second, the learner`s interaction messages were analyzed throughout the experiments in order to identify the collaborative reflection-supporting tools` impacts on the problem-solving process in the CSCL. The results of this study were suggested as follows: First, as far as two types of problem-solving tasks such as concept-comprehension and knowledge construction, the collaborative reflection-supporting tools in the CSCL turned out to be helpful higher performance than both individual reflection- supporting tools in CSCL and non reflection- supported tools in the CSCL. The self-evaluation by learners with collaborative reflection-supporting tools in the CSCL for problem-solving performance also indicated higher learning outcomes than other two CSCLs. Second, for the learners` interaction messages for the identification of the qualitative and qualitative differences in the problem-solving process, those messages types from the collaborative reflection-supporting CSCL showed statistically significance than those of the other types of CSCLs. Also, the thick description for the implied meaning from the interaction messages of the representative group has been conducted as the form of the case study. To sum up, the study suggested significant implications as follows: First of all, since the CSCL has been the constructivism-oriented environment for collaborative activities to achieve the group learning goals or objectives, it would be necessary for learners to be provided cognitive tools for the support of learners` reflective thinking. Second, the collaborative reflection with which learners could share the knowledge with other participants and improve their own opinions and ideas would play a key role on critically inquiring and solving problems. Third, because most learners had a tendency not to naturally exert the reflective thinking during learning, some kinds of cognitive tools with functions such as meta-cognitive reflection scaffolding by which learners could monitor the learning contents and problem-solving process. Finally, the collaborative reflection had positive impacts on problem-solving performance and process in the CSCL and it would be needed to develop meaningful learning environments by inducing learners` reflective practice effectively.