컴퓨터 컴퍼런싱 활용 협력학습 상황이 학업성취와 상호작용에 미치는 영향 = The Effects of control type, face-to-face teaching and metacognition on academic achievement and interaction in learning through CMC

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify influences of Collaborative Learning using Computer-conferencing in traditional classroom. For this purpose this study examined the effect of control type(teacher-centered and student-centered), connection to face-to-face teaching and learner`s metacognition on academic achievement and interaction. In this study academic achievement was classified into two; the first was factual questions, the second was generalization and inference questions. Interaction was classified into three after Computer-conferencing messages analysis; task-related, social and procedural interaction. The subjects were 171 students from D High School in D-gun, J province. They were divided into groups with 7 to 8 members and experienced collaborative learning through online conferencing using asynchronous text-based CMC. The results of this study were as follows: First, the control type has no significant influence on academic achievement. But the task-related interaction frequency was higher in student-centered groups. Second, the groups have higher generalization and inference question scores with connection to face-to-face teaching than without it. The groups have higher social interaction frequency without connection to face-to-face teaching. Therefore, it can be better to choose learning tasks related face-to-face teaching in learning through CMC. Third, there were many differences in academic achievements and interaction frequencies between upper and lower group in metacognition. For academic achievement, the upper group got better scores in both questions. For interaction, the upper group`s task-related, social, procedural interaction frequency was higher. These results show metacognition is related to not only cognitive sides but also affective sides such as learning motivation or interest induction. As metacognition has a strong influences on learning through CMC, especially collaborative learning situation, it is necessary to have training for improving metacognitive strategies.

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