온라인 수업에서 자기조절학습과 협동학습의 관계 및 이들이 인지적 참여수준에 미치는 영향에 대한 경로분석 = A path analysis of the relationships among students` self-regulated, collaborative learning, and cognitive learning engagement in synchronous online courses

다국어 초록 (Multilingual Abstract)

Research on self-regulated and collaborative learning seems to make contradictory recommendations for the design of asynchronous learning environments. The former would suggest support for learning independence, while the latter would suggest enhancement of collaborative opportunities. Is a model of asynchronous learning that integrates self-regulation and collaboration possible? Based on an extensive literature review, several factors were identified that could connect self-regulated and collaborative learning and an integrated path model was created for empirical investigation. Data was collected from fifty-five graduate students taking asynchronous on-line courses through an on-line questionnaire and a rating scheme for cognitive learning engagement during discussion. Various statistical methods were employed including regression and path analysis. The analyses revealed that self-efficacy has an effect on SRL, which also has an effect on collaborative learning mediated by attitude towards feedback. That is, highly self-regulatory students with high self-efficacy participate in collaborative learning processes more effectively, as long as they have positive attitude towards feedback. This result suggests that students` collaborative learning is a result of interwoven relationships among their psychological and cognitive states. Although previous studies have emphasized either SRL or collaborative learning as important variables in successful on-line learning experiences, it appears that they are not separated but connected through the presence of other variables. Suggestions for future research include a revised path model, the investigation of feedback types and the classification scheme for the cognitive learning engagement, and consideration of different research settings.

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