자기주도성 활성화를 위한 컴퓨터 컨퍼런싱의 교육적 활용에 대한 연구 = Facilitating Self-Direction through Educational Utilization of Computer Conferencing

다국어 초록 (Multilingual Abstract)

This study explored the educational significance of computer conferencing by describing interaction patterns occurred in an online course and how students can be self-directed. A graduate level online course teaching distance education at a midwestern university in America was chosen for this study. 21 students and 1 instructor participated in this class. Content analysis was used as data analysis method. This study showed that this online course was learner-centered through high level of student participation and initiation. Response-centered interaction was differentiated from the interaction pattern occurred in traditional face-to-face class. Especially, this study supported the change of teacher`s role as a facilitator referred by previous studies based on teacher`s response-centered interaction pattern. High level of cognitive and social interaction implied building virtual community. In addition, this study explained the dynamic process how students can be self-directed based on selection, negotiation, and sharing. These results implied that interaction contributed to facilitating self-direction. Finally, the results of this study contributed to understanding self-direction and developing effective online instructional strategies.