협력적 지식창출 과정의 규명: 활동이론을 통한 e-learning 설계안 작성 활동의 분석 = The Process of Collaborative knowledge Construction Identified by the Activity Theory

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the process of knowledge construction at a functional level. Main efforts were put on (1) to identify the phase of the collaborative knowledge construction process and (2) to understand the sociocultural interaction of each collaborative knowledge construction phase. The collaborative knowledge construction process develops through five phases in a cycle: the readiness, the formation, the transition, the elaboration and the completion. Among these, the transition phase, in which learners find out the problem and try to solve it through the diverse social interaction, turns out to be a turning point of the whole collaborative knowledge construction process. Unlike the individual knowledge construction, the collaborative knowledge construction is the integration of the cognitive and the emotive process because more than two participants are involved. Especially, the emotional characteristics such as the performance attitude, the receptive attitude, and the group identity are influential in the activity of the collaborative knowledge construction. For an instance, the mutual trust develops from the mutual inquiry and mutual familiarity to the group identity. In the cognitive aspects, the most advantage of the collaborative knowledge construction proves to be the self-reflection through diverse sociocultural interactions. Moreover, the analysis using the activity theory reveals not only the contradictory but also the reciprocal sociocultural interaction in the collaborative knowledge construction. Based on these, it is possible to infer the strategy to facilitate the collaborative knowledge construction. There are general facilitative strategies and phase-specific facilitative ones.