온라인 학습 환경에서 고성취 집단의 학습과정에서 나타난 상호작용 분석 = Analysis of High Achievement` Interaction for an Learning in an Online Environment

다국어 초록 (Multilingual Abstract)

This study analyzed high achievement’ interactions for an learning in an online environment. The research participants consisted of 26 groups(each groups 5) that performed instructional design tasks through online collaborative learning in their teacher training courses at University A, located in Gyeonggi-do, South Korea. To determine which interaction structure was most effective, this study analyzed the interaction among six of these groups, namely, the five groups with the highest task scores and the group with the lowest score. The MIAT (Multidimensional Interaction Analysis Tool) was used for the analysis. The results of first, Quantitative analysis were as follows: on average, there were 19.4 cases of interaction at the early stage of learning, 46.2 cases at the implementation stage, and 15.2 cases at the closing stage for the high-achieving groups; there were 2 cases at the early stage of learning, 17 cases at the implementation stage, and 3 cases at the closing stage for the low-achieving group. This shows that the quantitative level of interaction is high in the high-achieving groups. The second, As for the structure of interaction, the high-achieving groups showed interaction among all members, without free riders, but in the low-achieving group, all members, with the exception of two or three who led the interaction, turned out to be free riders. The third, the high-achieving groups showed active interaction in setting learning objectives at the early stage and planning solutions for the tasks, but the low-achieving group did not. In conclusion, along with precisely defining and sharing learning objectives at the early stage of learning, a structure involving evaluation of the learning outcomes can be considered effective for academic achievement. This study provides an evaluation standard that can be used in future research on the effectiveness of interactions in online learning environments.

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