e-learning 공동체에서 학습 전략과 몰입이 학습 결과에 미치는 영향 = The Effects of Learning Strategy and Flow on the Learning Achievement in e-Learning Community

다국어 초록 (Multilingual Abstract)

The main purpose of this study was to investigate how the learning strategies and the learner`s flow affect achievements. Strategies for project-based learning were devised to facilitate collaborative learning in e-learning community. How achievements in the e-learning community were affected differently according to the level of a learner`s flow was investigated. Various methods and strategies for measuring learning achievement in e-learning community were explored and examined as well. Learning strategy which was divided into two levels(content dependent and content independent strategy) and the degree of a learner`s flow were treated as independent variables of this study. Various indicators of the learning achievement including team scores, interaction frequencies, self evaluation, peer evaluation, retention, and message types of interaction(participative, social, interactive, cognitive and metacognitive) were regarded as dependent variables. It was found that the learning achievement scores of teams in content dependent environment were significantly higher than those in content independent environment, while the retention scores of teams in content independent environment were significantly higher than those in content dependent environment. The number of interaction of content independent teams was not larger than that of content dependent teams. It was also found that the type of interactive message was significantly different according to the type of learning strategy. Of the main components of flow, challenge was found to be negatively related to the team project scores, which was statistically meaningful. It was also found that the number of interaction was positively related to the level of the learners` flow. Learners` flow had positive relations with learners` self evaluation scores and peer evaluation scores.