학습자의 자기결정성의 유영과 수준이 온라인 협력학습 환경에서 상호작용에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify the influence of self-determination types and levels of learners on interaction in online collaborative learning. To this end, the study explored the levels and types of interaction (cognitive, social, and meta-cognitive) by analyzing collaborative projects performed by 96 students engaged in online collaborative learning in D University. The self-determination of learners was also measured. Multiple regression analysis was conducted using the collected data. The results showed that cognitive and social interactions were negatively influenced by the amotivation type. Meta-cognitive interaction was positively influenced by identification motivation. After the exploratory research, an experimental study was conducted to verify whether identification motivation influenced meta-cognitive interaction. The research subjects were 29 students in D University. The experimental group provided motivational feedback to improve identification motivation and the control group provided cognitive feedback. The results showed that the identification motivation and meta-cognitive interaction of the experimental group improved with statistical significance. This suggests that for learners, identification motivation is more effective than intrinsic motivation in online cooperative learning.