온라인 프로젝트 수행을 지원하는 자기규제학습 촉진전략의 효과

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 18권 / 1호
ㆍ저자명 : 강명희, 김세은

목차

I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과
V. 결론 및 제언
참 고 문 헌

한국어 초록

본 연구는 두 개의 연구 문제를 중심으로 진행되었다. 첫째, 온라인 프로젝트 수행에 적용된 자기규제학습 촉진전략은 학습자의 자기규제학습 능력을 향상시키는가? 둘째, 자기규제학습 촉진전략의 효과로 획득된 자기규제학습 능력과 과제수행 성과는 어떠한 관계가 있는가? 이를 위해 온 라인 프로젝트를 수행하는 학습자들에게 자기규제학습 촉진전략을 온라인에서 제공한 후, 그 활용 효과를 자기규제학습 능력의 변화와 과제수행의 성과 측면에서 분석하였다. 연구 결과는 촉진 전략을 제공 받은 후 학습자들의 자기규제 학습능력은 향상된 것으로 나타났다(t=-4.60, df=49). 반면, 자기규제학습 촉진전략을 제공받은 후 향상된 자기규제학습 능력과 과제수행 성과의 관계는 상관계수 r=.26로 유의도 수준 .05에서 유의미하지 않은 것으로 나타났다. 이는 학습자의 자기규제학습 능력이 온라인 촉진전략의 지속적인 제공과 훈련을 통해 학습되고 향상될 수 있다는 가능성을 보였지만, 향상된 자기규제학습 능력은 과제수행에는 크게 기여하지 않는 것으로 나타났다.

영어 초록

Self-Regulated Learning(SRL) ability is something that adults are supposed to have.However, most adult learners encounter difficulties in regulating and managing learning. Such lack of SRL ability stems from the fact that SRL is not learned and developed naturally but with instruction and training. Therefore, endowing a student with the facilitating strategy to improve SRL ability so that he/she can have a chance to learn it will be of great help.This study is to investigate the effects of SRL facilitating strategy in online projectbased learning environment. Research questions are: 1) What is the effect of selfregulated learning strategy on student's self-regulated learning ability? 2) What is the relationship between self-regulated learning ability and the quality of the project output? Participants are fifty university students. The eleven strategies are adopted for this study to apply to online project based learning.The results of the study are as follows:First, significant difference between before and after applying self-regulated learning strategies is identified in the students' self-regulated learning ability based on all 81 MSLQ items(t =4.60, df =49, p <.05). Based on 59 items related to self-regulated learning strategy used in this study, the improvement of participants' self-regulated learning ability was also observed(t =-3.67, df =49, p <.05). And the rest 22 items not related to self-regulated learning strategy used in this study, the improvement of participants' self-regulated learning ability was also observed(t =-4.54, df =49, p <.05). These significant differences on t-test show clear evidences of self-regulated learning strategy's impact on self-regulated learning ability.Second, in analyzing the relationship between self-regulated learning ability and the output of the project, non-significant correlation has been identified(r =.26, p > .05). But the correlation between exam scores and self-regulated learning ability has been observed(r =.32, p <.05).

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