집단학습 구조의 정교화가 온라인 논증 과정에서의사결정의 변화와 비평적 사고에 미치는 영향 = The Effects of High Group Learning Structures on Decision Making and Critical Thinking in Online Debate

다국어 초록 (Multilingual Abstract)

This study designed two extreme instances, high-structure cooperative(HSCP) and low-structure collaborative(LSCL) in order to examine the different effects of these structures on online learning outcomes. In order to differentiate two levels of treatment, an extreme design for high-structure cooperative(HSCP) included a pre-assigned position as pre-structure, argumentation scaffolding as task structure, and evaluation scaffolding as content structure. The extreme design for low- structure collaborative learning(LSCL) did not use these features. Forty-four pre-service teachers, assigned evenly either in HSCP or LSCL, participated in a sequence of activities that included pre-test, four weeks of online debate, and post-test by evaluating the given WebQuests, web-based inquiry-oriented learning activities, in terms of their strengths and weaknesses. The researcher used the same webquest evaluation worksheet to measure the improvement of critical thinking by the differences of their evaluative comments and their decision changes on ranking and scoring the quality of given webquests between pre-test and post-test. The results of this study demonstrated that there was no statistical difference in decision changes between the HSCP and LSCL groups. However, the improvement of critical thinking was higher in the HSCP (N=14.05, SD=9.59) than in the LSCL(M=8.46, SD=8.43) group with effect large size of .48 with power .80 at a t-test(t(40)=-2.21, p< .05). This study concludes that cooperative design can be differentially implemented from collaborative design. Also, the sub-structures of cooperative strategy, pre-structure, task structure, and content structure can be properly implemented for the specifically intended purposes.

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