웹 기반 학습의 온라인 토론에서 교수자의 참여에 따른 학습자의 토론 참여 양상에 대한 연구 = The Effects of Instructor`s Participation on the Web-Based Online Discussion

다국어 초록 (Multilingual Abstract)

This study analyzed major factors which affected flow experience and game play intention in educational online games. Those learner-related factors and educational online game-related factors The purpose of this study was to investigate the effects of instructor`s participation on the content of discussion in the web-based online discussion. This study provides the basic guidelines to utilize the web-based online discussion as means of effective interactions among students. The experiment for this study was conducted with university students for 2 semesters. The subjects were 92 students from Spring Semester 2004 and 63 students from Fall Semester 2004. The students of each semester enrolled in an online-course and participated in the online-discussion asynchronously. All conditions of the discussion were the same except the instructor`s participation. In the spring semester the instructor did not participate in the discussion however, in the fall semester the instructor participated in the discussion. After the discussion the number of discussion messages and the number of access information from the bulletin board were counted. Also, the contents of the discussions were analyzed by units of meaning, based on the four dimensions, which were proposed in the ``content analysis model`` by Henri (1992). T-test was conducted to analyze the data. The specific research questions to conduct this study were as follows: First, is there any difference in the number of discussion messages according to instructor`s participation? Second, is there any difference in the number of access information according to instructor`s participation? Third, are there any differences among learner-learner interaction types according to instructor`s participation? The final results corresponding to research questions are as follows: First, there was significant difference in the number of discussion messages (t=-19.858, p<.01). Second, there was significant difference in the number of access information (t=-3.503, p<.01). Third, there were significant statistical differences in the participative dimension (t=-4.204, p<.01), social dimension (t=-4.501, p<.01), interactive dimension (t=-5.037, p<.01), and metacognitive dimension (t=-3.418, p<.01). However, there was little significant difference in the cognitive dimension.

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