비실시간 온라인 토론의 인지적 실재감 단계와 학습자 참여 양상 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine whether the asynchronous online discussion can encourage higher-order thinking, then produce meaningful learning outcomes by analyzing the phase of cognitive presence of the online discussion messages. Besides this, this study focuses on the patterns of interaction and contents of messages in discussion to get implications for effective asynchronous online discussion. For this purpose, asynchronous online discussion was conducted in a e-leaning course of cyber graduate school. All of the messages in the discussion board were collected, then contents analysis was performed by the phases of cognitive presence(Garrison, Anderson, & Archer, 2001). The number of messages, replies and hits recorded in LMS was analyzed by date and person and totally. The content analyses revealed that the message of integration phase was most frequently appeared, the message of exploration phases was in the second place in online discussion. Many threads were found, but most of them were suspended without meaningful conclusion. The most salient feature of interaction was that many concurrent issues by one person were propounded at once, and even most active students participated the discussion irregularly. Average number of hits of one message was 3, and the messages never hit came to about 19% of total messages. This results implied that indirect participation by reading others message was low. As time goes by, the number of message increased gradually, but on the last two days before due date, the number of messages drop sharply. During the first part of the discussion, message of exploration was more than integration, but the second part, the most frequent message classified as integration phase. Based on these results, the implications to conduct asynchronous online discussion effectively were recommended.