자발적 참여에 의한 초등온라인학습공동체에서의 협력적 지식형성과정과 참여의 특징 탐색 = Exploration of Collaborative Knowledge Building Process and Participation in Elementary School Students` Voluntary Online Learning Community

다국어 초록 (Multilingual Abstract)

As the development of technology expands a learning space which was limited inside of school to online space, elementary students build the online learning community outside of the school. To understand how learners study, it is necessary to observe the learning process and learners’ participation in the context of learning. For the purpose, the one of study groups in ‘Hagseubnol-iteo’ was picked as a case, collected every messages and comments in the board from December, 2013 to May, 2014. Collected statements were analyzed, coded based on existing researches’ framework of content and analytic induction, and shown as CORDTRA (Chronologically-Ordered Representations of Discourse and Tool-Related Activity) diagram. The result shows that the collaborative knowledge building process consists of six categories; ‘Assignment’s formulation’, ‘Disregard of individual learning’, ‘Consultation of perspective’, ‘Clearness of the meaning’, ‘Criticism on learning’ and ‘Learning management’. Also, the collaborative knowledge building process with those six processes was distributed and appeared in a non-sequential order. Also, learners show the dispersed participation forms and characteristics with no specific roles and perform overall role. The implications for design include theme-based discussion board structure rather than chronicle one and support for in-depth discussion and knowledge construction. Further study is needed to explore the various cases of informal online learning communities and learners’ internalization of collaborative knowledge via in-depth interview in addition to observation.

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