온라인 학교 학생들의 합법적인 주변참여에서 완전한 참여로의 과정에 관한 사례연구 = A Study of the Process by Which Online School Students Move From Legitimate Peripheral Participants to Full Participants

다국어 초록 (Multilingual Abstract)

With the turn to the 21st century, online schools focusing on teaching and learning process have received a great deal of attention in terms of online learning communities. In this light, based on an ethnographic perspective, this study was designed to explore how online school students become part of an online learning community through legitimate peripheral participation in the community of practice. A qualitative research in cyberspace was conducted in an online school over four and half months. My participants were sixteen 8th grade students and four 8th grade teachers. Participant observation, interviews, and document analysis were conducted for data collection. Using an inductive analytical approach, qualitative data analysis software, NUD*IST Version 6, was employed for data analysis. The first finding of the study is that when my participants entered OVS as novices, a majority of them were worried or uncomfortable whereas some of them were excited about learning with technology at OVS. The second finding is that my participants frequently went to the OVS school system even though they did not need to do, sent their teachers emails, or made friends in order to make them comfortable in the OVS system. The third one is that while many of my participants explored the OVS school system by themselves, some of them had interactions with their family member, neighbor, or the OVS teachers. In conclusion, even though OVS is a school to which teachers, students, and administrators belong, interestingly, OVS had a weak community of practice. This finding seems to be related with OVS school system focusing on individualized learning and OVS students` expectation of the school that they do not need to have social interactions with other students. This study not only suggests that online schools need to a cyber place to facilitate students` social interactions, but raises a future research question: what should or can online schools` roles be?

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