활동기반학습환경에서의 개인지식창출활동 연구 : 비구조적 과제수행사례를 중심으로 = (A) Case-study on investigating individual knowledge-construction

국문 초록 (Abstract)

지식기반사회에서 테크놀로지는 사회의 변화를 가속화하며 학습에 대한 인식 변화를 유발하였고, 학습현장을 확대하였으며, 학습에 대한 사회의 요구도 증폭시켰다. 또한 학습상황의 다원화와 개인 학습요구의 상승은 기존 학습의 의미를 재고하여 다양한 상황에 포괄적으로 적용할 수 있는 혁신적 재의미화를 필요로 하고 있다. 그러므로 본 연구는 개인과 사회의 요구에 부응하는 동시에 축적된 정보기술을 활용할 수 있는 학습능력의 중요성을 인식하고 이를 심도있게 연구하고자 한다.
본 연구는 지식창출에 대한 개념을 명료히 정립하고 활동기반학습환경에서 나타나는 개인 지식창출활동 유형을 분류함으로써 개인 지식창출활동이 어떻게 나타나며, 각 활동의 활용은 과제유형이나 참여자의 지식수준과 어떠한 관련을 가지는지를 밝혀내는데 주 관심이 있다. 이에 따른 연구문제를 구체적으로 제시하면 다음과 같다.
활동기반학습환경에서 비구조적 과제를 수행할 때,
1. 개인 지식창출은 어떠한 활동을 통해 이루어지는가?
2. 개인 지식창출활동은 과제수행시기, 참여자 지식수준, 과제유형 등의 변인에 따라 어떠한 차이를 보이는가?
1) 과제수행시기에 따라 개인 지식창출활동의 빈도율에는 차이가 있는가?
2) 참여자 지식수준과 과제수행시기에 따라 개인 지식창출활동의 빈도율에는 차이가 있는가?
3) 과제유형과 과제수행시기에 따라 개인 지식창출활동의 빈도율에는 차이가 있는가?
3. 과제수행시기, 참여자 지식수준, 그리고 과제유형에 따라 개인 지식창출활동의 모형은 어떻게 나타나는가?
이상과 같은 연구문제를 알아보기 위하여 교육공학 분야에 대한 지식수준이 다른 참여자가 협력/개별과제를 수행하는 30개 사례를 선정하고, 이들이 과제를 수행하는 동안 내적 지식창출활동을 관찰하였다. 지식창출활동의 관찰을 위해서 인터뷰, 성찰저널, 설문, 학습시스템의 게시판 메시지 등 다양한 형태의 자료가 수집되었으며, 이들은 근거이론 방법에 의하여 분석되어 범주별 빈도자료가 산출되었다. 산출된 자료를 통하여 과제수행시기, 참여자집단, 과제유형에 따른 지식창출활동 빈도율을 분산분석 하였다.
연구결과로는 첫째, 개인 지식창출활동은 5개 유형과 26개 활동으로 구성되었으며 각 유형에 속한 활동의 분석결과, 26개 활동은 15개의 주요 활동과 11개의 보조활동으로 구분되었다.
둘째, 과제수행시기에 따른 개인 지식창출활동 빈도율에는 유의미한 차이가 있었던 것으로 나타났다. 과제분석 유형에 속한 활동은 시기 간 빈도율의 변화가 가장 컸으며, 초기에 비해 중기, 말기에서 활동 빈도율이 크게 떨어졌다. 반면, 자원관리와 지식확산 유형은 말기로 갈수록 빈도율이 높아지는 경향을 보여주었으며, 자원관리와 의미구성 유형은 시기 간 빈도율 변화가 적었다.
참여자 선수지식과 과제수행시기에 따른 개인 지식창출활동 빈도율에도 유의미한 차이가 있었던 것으로 나타났다. 경험자집단은 모든 지식창출활동 유형에서 시기별 빈도율 변화가 나타났고, 과제분석 유형에서는 매우 급격한 빈도율 변화를 기록하였다. 반면 초심자집단은 의미구성과 지식확산 유형을 제외한 3개 유형에서 경험자집단보다 평균적으로 낮은 빈도율을 기록하였으며, 시기별 빈도율 변화도 적었다. 그러나 지식확산 유형은 경험자집단보다 높은 빈도율을 기록하였으며, 초심자집단 내에서도 다른 유형에 비해 두드러지게 높은 빈도율을 나타냈다.
과제유형과 과제수행시기에 따른 지식창출활동의 활용양상에는 의미 있는 차이가 나타나지 않았다. 협력과제와 개별과제 간 지식창출활동 빈도율에서는 유의미한 차이가 검증되지 않았으며, 과제유형 변인과 지식창출활동 혹은 과제수행시기 사이의 상호작용 효과도 검증되지 않았다.
셋째, 위의 연구결과를 바탕으로 개인 지식창출활동 개념모형이 도출되었으며, 이는 과제수행시기와 참여자 지식수준에 따라 변환되는 양상을 나타냈다.

다국어 초록 (Multilingual Abstract)

In the knowledge-based society, the demand and the opportunity for learning have increased. Moreover, technology has diversified the learning context and motivated a change in the recognition of learning. The society requires a reconsideration of the existing meaning of learning; and furthermore, requires innovation in definition that can be applied to diverse situations. This study recognizes the importance of the learning ability that can accommodate accumulated information technology and at the same time be able to respond to the needs of society.
This study aims to understand the individual knowledge construction phenomenon in activity-based learning environment by identifying specific activities composing the knowledge construction process and analyzing how they work differently according to participant' knowledge levels, the types of tasks, and time periods.
The concrete research questions according to research purposes are as follows.
When performing ill-structured task under the activity-based learning environment:
1. What are the activities composing the individual knowledge construction?
2. Do the times, participants' prior knowledge and the task types affect the utilization of activities for the individual knowledge construction?
1) Do the times affect the utilization of activities for the individual knowledge construction?
2) Do the times and participants' prior knowledge affect the utilization of activities for the individual knowledge construction?
3) Do the times and the task types affect the utilization of activities for the individual knowledge construction?
3. What is the conceptual model for individual knowledge construction?
In order to investigate the above questions, I selected 30 cases in which collaborative/independent tasks were performed by the participants with different levels of knowledge in educational technology, respectively. While they performed the tasks, I observed their inside knowledge construction activities. To observe knowledge construction activities, diverse kinds of data were collected, such as interviews, reflective journals, surveys, and messages on the bulletin board in the learning system. They were analyzed with the methods of grounded theory, and converted to the frequency data according to category. Based on the frequency data, the utilization for knowledge construction activities were analyzed by using ANOVA.
The results of this study were summarized as follows.
As for the results of the study; first, individual knowledge construction activities consisted of 5 types and 26 activities. Activities were analyzed according to each type and as a result, 26 activities were classified into 15 major activities and 11 strategic activities.
Second, there was a significant difference in the utilization of knowledge construction activities according to the periods of time. The "Problem Analysis" type had the biggest change in utilization according to the times. The initial utilization was high but it dropped remarkably when it was in the middle or last stage of the time period. "Resource Management" and "Knowledge Construction" types showed an increase in utilization in the last stage of the period. In particular, the utilization for "Knowledge Construction" type was remarkably high, which was the highest at every periods of time. The types of "Resource Management" and "Meaning-Making Strategies" showed little change in utilization according to the times.
There was also a significant difference in the utilization of knowledge construction activities according to the knowledge levels of participants and the periods of time. The Experienced Group showed a consistent utilization in all activity types, and the "Problem Analysis" type recorded notable changes in the utilization according to the periods. On the other hand, the Beginners Group recorded a lower utilization in 4 types than did the Experienced Group, except for the Knowledge Construction type, and they showed a low change in the utilization according to periods. However, as for Knowledge Construction type, the Beginners Group showed a higher utilization than that of The Experienced and the rate was notable as well, compared to other types.
There was not a significant difference in the utilization in knowledge construction activities according to task type.
Third, based on the results of the study the conceptual model of individual knowledge construction was made.

목차 (Table of Contents)

• 목차 = iv
• 논문개요 = xii
• I. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구문제 = 6
• C. 용어의 정의 = 7
• D. 연구의 제한점 = 10
• II. 이론적 배경 = 11
• A. 지식창출 = 11
• 1. 지식 = 11
• 2. 지식창출의 개념 = 14
• B. 개인 지식창출활동 = 26
• 1. 의미구성 = 26
• 2. 성찰적 수행 = 28
• 3. 문제해결 및 탐구 = 30
• 4. 환경의 지각 = 33
• 5. 자기주도 및 조절 능력 = 35
• 6. 개인 지식창출활동의 개념적 틀 = 41
• C. 활동기반학습환경 = 47
• 1. 활동기반학습 = 47
• 2. 활동기반학습환경의 구성요소 = 49
• D. 선행연구 = 51
• 1. 지식창출과정 관련 연구 = 51
• 2. 학습자 특성 관련 연구 = 53
• 3. 문제/과제 유형 관련 연구 = 54
• III. 연구방법 및 절차 = 56
• A. 연구대상 = 56
• B. 연구도구 = 60
• 1. 활동기반학습환경으로서의 온라인 학습시스템: REAL = 60
• 2. 비구조적 과제 = 63
• 3. 자료수집도구 = 64
• 4. 지식창출활동 분석도구 = 66
• C. 연구절차 = 70
• 1. 준비단계 = 70
• 2. 자료수집 단계 = 72
• 3. 통합분석 단계 = 73
• D. 자료분석 방법 = 75
• 1. 질적 자료의 분석 = 75
• 2. 개인 지식창출활동의 활동빈도율 분석 = 76
• IV. 연구결과 = 79
• A. 개인 지식창출 활동과 유형 = 79
• B. 시기, 참여자 및 과제유형에 따른 개인 지식창출활동 분석 = 82
• 1. 과제수행시기에 따른 개인 지식창출 활동 분석 = 82
• 2. 참여자 선수지식과 과제수행시기에 따른 개인 지식창출활동 분석 = 105
• 3. 과제유형과 과제수행시기에 따른 개인 지식창출활동분석 = 124
• C. 개인 지식창출활동의 개념모형 = 130
• 1. 과제수행시기에 따른 지식창출활동 활용도 변화 = 132
• 2. 참여자 지식수준에 따른 지식창출활동 활용도 변화 = 136
• 3. 과제유형에 따른 지식창출활동 활용도 변화 = 139
• V. 결론 및 제언 = 141
• 참고문헌 = 157
• 부록 = 174
• Abstract = 211

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