온라인 토론학습에서 사회연결망 중심도가 지식구성에 미치는 영향 = The Effect of Learners` Social Network Centralities on Knowledge Construction in Online Debating Learning

다국어 초록 (Multilingual Abstract)

This study identifies what effect and relationship in-degree centrality, out-degree centrality, closeness centrality, and betweenness centrality, individual indicators, and centralization, a group indicator of centralities, have on the learners` knowledge construction. 84 college students participated in the online debating during the spring semester in 2010 at the University in Daegu, Korea. They were then randomly assigned to one of 14 groups for this debating on the two topics for 3 weeks. This study used tools such as a Ucinet 6.347, which was a program for social network analysis, a Gunawardena, Lowe, Anderson`s interaction analysis model(1997), and finally SPSS 18.0 to analyze the resulting data. The data were analyzed by correlations, and regressions. These analytical methods have yielded descriptive statistics, Pearson correlation coefficients, and coefficients of determination. The results of this study are as follows; First, this study identified that the social network centralities such as in-degree centrality, out-degree centrality, closeness centrality, and betweenness centrality all had significant relationships with knowledge construction. Second, only out-degree centrality among them affected it. Third, centralization, an indicator of group centralities, demonstrated negative correlation with 1~4th phases except for the 5th phases of the knowledge construction model of Gunawardena et al.(1997), but they had significant affection on the 1~4th phases except for the 5th phase in the model. In conclusion, this study, combining the social network analysis with content analysis, hopes to make researchers better understand the earners` characteristics and the dynamics embedded in the process of knowledge construction, and thus help them design some strategies to activate online debating learning.

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