온라인 토론학습에서 의사소통 자기효능감, 인지적 참여, 연결정도 중심성과 인지된 학업성취도 간의 관계 = The relationships between communication self-efficacy, cognitive engagement, degree centrality and perceived learning achievement in online discussion

다국어 초록 (Multilingual Abstract)

This study aims to explore the relationships between the learners’ communication self-efficacy, cognitive engagement(deep strategy use and surface strategy use), degree centrality(out-degree centrality and in-degree centrality), and perceived learning achievement in online discussion. Sixty-nine undergraduate students were randomly assigned to seven teams and they participated in a three week online discussion. Communication self-efficacy, cognitive engagement, and perceived learning achievement were measured by using a self-reporting questionnaire and degree centrality was calculated through NetMiner 4.0. After data collection, descriptive statistic analysis, correlation analysis, multiple regression analysis, hierarchical regression analysis, and bootstrapping were conducted. However communication self-efficacy and in-degree centrality were excluded from the multiple regression analysis, mediating effects analysis, and bootstrapping because they have no significant correlation with the other variables. The results showed that surface strategy use negatively predicted out-degree centrality and deep strategy use and out-degree centrality significantly predicted perceived learning achievement. Out-degree centrality partially mediated the relationship between deep strategy use and perceived learning achievement, and fully mediated the relationship between surface strategy use and perceived learning achievement. Therefore, in online discussion, learners should make good use of deep strategy but also should be encouraged to avoid surface strategy use. Also, it implies that there needs to be an understanding of the mechanism between attribute variables and relational variables when researching the effects of learner characteristics in online discussion.

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