CSCL에서 WOE의 유형이 지식 공유 과정에 미치는 영향 = The Effects of the Worked-Out Example Types on Knowledge Sharing Process in Computer Supported Collaborative Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effects of the Worked-Out Example(WOE) types on the knowledge sharing process in Computer Supported Collaborative Learning(CSCL). This research takes WOE as a meaningful factor of a supporting strategy for facilitating the collaborative activities in CSCL environment. In spite of different points of view on WOE from previous studies - converging mostly on the individual learning, this study takes the WOE as an essential factor for collaborative learning. From the assumptions above, the major research questions are as follows: what different results come out in knowledge sharing when task-related activity and collaboration-related activity are provided? 28 undergraduates were sampled, and provided with two different WOEs. CmapTools are supported, helping to construct the concept map and sharing it together. After data collection, three standpoints are explored for data analysis of knowledge sharing: the learner`s interaction, the process of constructing concept map, and cognitive load. This analysis process was done with the following process. First, the number of learner`s interactive messages, the rate of participation, and sharing messages are taken to analyze the leaners` interaction. Second, three patterns -the duplicated pattern, the blended pattern, and the created pattern- are identified from the analysis of knowledge sharing process. And the number of this pattern appearance was measured. Third, the level of cognitive load was measured by cognitive load survey test. The results of this study are as follows: Two types of WOE bring significant different effects on knowledge sharing process. One of types, collaboration-supporting WOE, draws out the increase of learner`s inter-participation and knowledge sharing activities. Partially the collaboration-supporting WOE group shows its interaction for concept fixation that lead to the shared concept constructions. And they showed the blended pattern, or the created pattern rather than the duplicated pattern. Besides, As a result of collaboration-supporting WOE seems to be lower cognitive load level than the other group. This means that collaboration-supporting WOE reduced learners` cognitive load, bringing them to concentrated on knowledge sharing activity. In conclusion, the collaboration-supporting WOE could trigger the level of interaction for meaningful knowledge sharing process.

참고문헌 (Reference)

1 권성호, "컴퓨터기반 협력학습(CSCL)에서 협력적 메타인지 지원이 집단과제수행 및 학습태도에 미치는 영향" 한국교육정보미디어학회 10 (10): 193-219, 2004

2 권숙진, "웹 기반 협력학습 플랫폼 프로토타입 개발" 7 (7): 119-145, 2001

3 김동식, "네트웍 기반 환경에서 학습자 상황 인식(Situation Awareness) 지원전략 고찰" 7 (7): 29-48, 2001

4 김동식, "네트웍 기반 학습에서 협력적 성찰지원 도구 설계 전략 탐색" 41 (41): 491-521, 2002

5 류지헌, 권숙진, "개념도를 활용한 협력적 문제해결 과제에서의 지식공유과정" 21 (21): 29-60, 2005

6 Baddeley, A. D, "Working memory: looking back and forward" 4 : 829-839, 2003

7 McDougall, S. J. P.,, "The effects of visual information on users' mental models: an evaluation of pathfinder analysis as a measure of icon usability" 5 (5): 59-84, 2001

8 Wu, A. S.,, "Scaffolding group learning in a collaborative networked environment." 245-254, 2002

9 Joan, R.,, "Quantifying congruence in cognition: social relations modeling and team member schema similarity." American Psychological Association. 2004

10 Van Gog, T.,, "Process-oriencted worked examples: improving transfer performance through enhanced understanding" 2004

11 Makitalo, K.,, "Online collaborative learning: Will collaboration sciripts reduce uncertainty? Educational technololgy" 45 (45): 25-29, 2005

12 and Braune, "On the psychophysics of workload Why bother with subjective measures?" 519-532, 1984

13 Jonassen, D. H.,, "Mapping alternative discourse structures onto computer conference." 2002

14 Bannert, M, "Managing cognitive load --- recent trends in cognitive load theory" 12 : 139-146, 2002

15 Rummel, N.,, "Learning to collaborate: an instructional approach to promoting collaborative problem solving in computer mediated setting." 14 (14): 204-241, 2005

16 Nathan, "Learning through self-explanation of mathematics examples Effects of cognitive load Presentation to the American Educational Research Association" 1994

17 Novak, "Learning how to learn" Cambridge University Press 1984

18 Hibert, T. S.,, "Learning from worked-out examples: the transition from instructional explanations to self-explanation prompts" Tuebingen University 184-192, 2004

19 Renkl, A.,, "Learning from worked-out examples: the effects of example variability and elicited self-explanations." 23 : 90-108, 1998

20 Atkinson, R. K.,, "Learning from Examples: Instructional Principles from the Worked Examples Research" 70 : 181-214, 2000

21 Baddeley, A. D, "Is working memory still working? European psychologist" 7 : 85-97, 2002

22 Catrambone, R, "Generalizing solution procedures learned from examples." 22 : 1020-1031, 1996

23 Renkl, A.,, "From example study to problem solving: Smooth transitions help learning" University of Freiberg. (140) : 2000

24 Hewitt, J., "From a focus on tasks to a focus on understanding: the cultural transformation of a Toronto classroom." carrying foward the conversation 11-42, 2002

25 Van Bruggen, J. M.,, "External representation of argumentation in CSCL and the management of cognitive load." 12 : 121-138, 2002

26 Guzdial, M, "Exploring the lack of dialogue in computer-supported collaborative learning." 418 -424, 2002Jan.

27 Lipponen, L., "Exploring foundations for computer-supported collaborative learning" 72-81, 2002

28 Sweller, J., "Evolution of human cognitive architecture" 43 : 215-266, 2003

29 Weinberger, A.,, "Epistemic and social script in computer-supported collaborative learning" 33 : 1-30, 2005

30 Flore, S. M.,, "Distributed coordination space: toward a theory of distributed teamprocess and performance." 4 (4): 340-364, 2003

31 Brunken, R.,, "Direct measurement of cognitive load in multimedia learning." 17-18, 2003Jan.

32 Hoaldy, C. P, "Creating context: design-based research increating and understanding CSCL." 453-462, 2002

33 Jeong, H. & M. T. H. Chi, "Construction of shared knowledge during collaborative learning." University of Pittsburgh. 1997

34 VanLehn, K, "Conceptual and meta learning during coached problem solving" Springer 29-47, 1996

35 Koschmann, T.,, "Computer-Supported Problem-Based Learning: A principled approach to the use of computers in collaborative learning" 83-124, 1996

36 "Computer support for knowledge-building communities The journal of the learning science" 265-283, 1994

37 Gilbert, N. J., "Collective knowledge building: a case study" ETR&D 50 (50): 59-79, 2002

38 Joanne, M.,, "Collaborative or cooperative learning?" Information science publishing. 2004

39 Sweller, J.,, "Cognitive architecture and instructional design." 10 (10): 251-291, 1998

40 김동식, "CSCL에서 스캐폴딩의 유형이 공유 정신 모형에 미치는 영향" 22 (22): 1-34, 2006

41 Koschmann, T. D, "CSCL: theory and practice of an emerging paradigm" Lawrence Erlbaum Associates, Inc. 1996

42 Gerosa, M. A.,, "Analysis and design of awareness elements in collaborative digital environments: a case study in the AulaNet learning environment" 14 : 315-332, 2003

43 Knowlton, D. S, "A taxonomy of learning through asynchronous discussion" 16 (16): 155-177, 2005