CSGBL에서 면대면 만남 시기와 과제유형이학업성취와 상호작용에 미치는 영향 = The Effects of Face-to Face Meeting Timing, Task Type on Academic Achievement and Interaction in CSGBL

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify conditions of CSGBL for improving teachinglearning effect. For this purpose this study examined the effect of face-to-face meeting timing, task type, and learner`s metacognition on academic achievement and interaction. The face-to-face timing was divided into three; early, middle and latter. Task types were two, high-structured and low-structured task. Metacognition was divided into two level according to the score of scale. Interaction was classified into four after online messages analysis; task-related, social procedural and total interaction. The results of this study were as follows: First, the face-to face meeting timing has no significant influence on academic achievement. Second, while the high-structured task group got better scores in academic achievement test, the low-structured task group had higher frequency in interaction. Third, the upper group in metacognition got better scores and showed higher procedural interaction frequency. Fourth, there was interaction effects between face-to-face timing and metacognition in interaction frequency. While upper metacognition group`s task-related, social, procedural interaction frequency was higher with early and middle face-to-face meeting timing, low group`s ask-related, social, procedural interaction frequency was higher with latter face-to-face meeting timing. The condition of CSGBL is determined by various purposes, tasks, learners and so on, so different kinds of interaction and performance can be happen. This study can help to understand them.

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