컴퓨터 補助 協同學習의 敎育的 活用을 위한 一考察

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 29권 / 4호
ㆍ저자명 : 朴成益, 林正勳

목차

Ⅰ. 문제의 제기
Ⅱ. 컴퓨터 보조 개별학습의 문제점과 컴퓨터 보조 협동학습의 의의
Ⅲ. 컴퓨터 보조 협동학습에 관한 선행연구 결과
Ⅳ. 효과적인 컴퓨터 보조 협동학습의 설계전략
Ⅴ. LOGO를 통한 컴퓨터 보조 협동학습의 교육적 시사점
Ⅵ. 맺는말 : -컴퓨터를 이용한 개별학습의 한계를 넘어서-
참고문헌
ABSTRACT

영어 초록

The purpose of this paper is to review on the educational application of computer-assisted cooperative learning(CACL). Until now, computer-assisted learning(CAL) is considered as one of the most efficient and effective methods for individualistic learning. Thus, the individual use of computer has been introduced in school settings without any theoretical consideration and profound researches.
However, the limitations of individualistic learning with omputer can be pointed out as follows : 1) The social isolation involved in Computer-assisted individualistic learning(CAIL), can create mood states(such as loneliness, boredom, and frustration) that interfere with sustained effort to complete learning tasks. 2) CAIL denies learners the opportunity to summarize orally and explain what they are learning. 3) In CAIL, computers cannot provide social models to be imitated and used for social comparison purposes. 4) The approval provided from a computer in CAIL is not as potent a reinforcer as encouragement and approval from peers. 5) In general, students prefer to work cooperatively with their peers under the CAL rather than to work by themselves under the individualistic learning with the computer.
But, though the results of studies was inconsistent, many previous studies reported that CACL is as effective as CAIL on student's achievement in cognitive domain. In addition, in affective domain(such as student's positive attitude about computer, communication skill, and friendship between classmates), most studies showed that CACL is much more effective than CAIL. Therefore, there is a strong need to research cooperative learning methods with computer for its educational application.
However, the previous studies on CACL had some major problems, which were identified as follows. : 1) The previous studies were done without accurate understanding of teaching and learning structure of cooperative learning. 2) Since the previous studies have been done without accumulation of basic researches to utilize cooperative learning techniques with unique media such as computer, the results of studies were inconsistent. 3) The sutdies were done without profound consideration on the specific instructional design strategy according to modes of CAL.
Therefore, to design CACL more effectively, the followings should be considered : 1) Teaching and learning structure of cooperative learning such as cooperative task structure or cooperative incentive structure. 2) Group organization strategy such as optimal group size, homogeneous and heterogeneous group composition. 3) The instructional design strategy for cooperative learning in accordance with modes of CAL.
LOGO has been known as computer programming language developed specifically for the purpose of children's mathematics education. Children construct programs that create graphics by directing the movements of cybernetic "turtle", a small, triangular pointer on the computer screen. By learning to program with LOGO, children can experience the various math world, enhance general thinking and problem-solving skills and form positive attitude or interest at the computer.
Besides these educational values, LOGO has the potential which can be utilized educationally at CACL situation. The potential of LOGO in cooperative learning situation with computer and expected effects could be found as follows : 1) When LOGO is utilized in cooperative learning situation with computer, it is possible to application of various teaching and learning structure about cooperative learning, Thus, it can design various experimental setting on CACL. 2) By facilitating the dynamic interaction between students, LOGO can help to improve general thinking ability, creativity, and mathematical learning skills. 3) LOGO contribute at CACL by changing attitude positively about computer and mathematics learning. 4) LOGO may help to improve general thinking ability, creativity, and mathematical learning skills. 3) LOGO contribute at CACL by changing attitude positively about computer and mathematics learning. 4) LOGO may help to overcome the limitations that can be caused by a number of computer in CACL, such as group size. In summary, LOGO language will be a powerful tool on the studies of CACL in the future.

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