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This study reports on our Wikipedia project implemented into two college courses to promote college students’ collaborative and interactive learning process. Throughout two semesters in 2010, the project was performed by US and South Korean college students working in cross-national groups and by individuals within a class. The purpose of our study was to examine: (1) In what ways does this Wikipedia project contribute to students’ learning? (2) What are the positive outcomes and barriers encountered by the students who participated in this project? (3) What are the pedagogical implications and suggestions for an effective use of new media technologies in educational settings? Surveys, project review essays, and in-class discussions among students were used to collect data at the end of the respective semesters. The study found that the students assess their collaborative works on Wikis more accurate and meaningful. Although there is some variance between the two projects designs, students overall agreed on the effectiveness of using Wiki projects in their learning displayed certain level of interest and satisfaction for the project and their performances. Contrary to general assumptions, students did not consider Wiki projects more challenging than other class projects. Rather, time management and communication among group members were seen as the most difficult parts in the case of the group project. Smooth international communication was pointed as one of the biggest challenges for the cross-national project along with lack of integration into course syllabus and schedule conflicts with the partner school. In addition, most students reported that the project encouraged them to think critically on their topics and class materials, while some students were cautious and reluctant in editing their peers’ works. These findings suggest that most college students readily embrace the collaborative nature of Wiki-driven spaces and such spaces can be effectively used for students’ critical research and discussions. However, in order to maximize the innovative aspects of wiki-based technology (i.e. interactive, participatory communication and learning) the project needs to be implemented in ways of less focusing on sequential task orders and more highlighting collaborative work/authorship.

리더의 소통능력은 구성원들 간의 협력과 협조를 이끌어내어 조직의 목표를 달성하게 할 수 있으 므로 중요하다. 역사 속에서도 리더의 소통능력은 중요했다는 점에 착안하여, 우리 역사 속에 탁월 한 리더로 기록된 세종대왕에 주목하였다. 세종은 우리나라를 15세기 동아시아 최고의 문명 ․ 문화 국으로 격상시켰는데, 이를 가능하게 해준 그의 리더로서 소통능력, 즉 리더십 소통능력의 특성을 살펴보았다. 본 연구자는 상호작용성, 권한 위임, 개별적 배려, 비전 제시, 지적 자극, 신뢰 구축, 자제력, 카 리스마, 영감, 창의성, 그리고 열정 등 11개의 리더십 소통능력의 특징을 분석의 틀로 삼았다. 이에 따라 세종의 리더십 소통능력은 시기, 재위 중 다룬 사안의 중요도, 개인의 신념 및 심리적 압박감 의 정도에 따라 역동적이고 다양한 특성을 보인다. 그러나 신하들에게 의제를 주고 자신의 발언은 최소화하는 특성은 시기나 현안에 따라 정도의 차이가 보이기도 하지만, 재위 기간 전반(全般)에 걸쳐 관찰된다. 본 연구를 통하여 세종과 같은 역사적 인물의 리더십, 그리고 조선왕조실록과 같은 고전을 소통 적 관점으로 살펴볼 수 있는 가능성을 제시하고자 했다. 새로운 장르의 개척을 통한 학문적 발달, 통섭적 시각 함양, 한국 소통학 전형의 발견, 이를 통한 한국적 소통의 정체성 확립, 아울러 온고지 신을 통해 현대의 개인과 조직의 조화 속에서 소통능력 함양에 도움이 되는 요소를 발견하는데 기 여하고자 했다. 마지막으로 본 연구의 한계점과 향후 연구를 위한 제언을 제시하였다.

The main purpose of this study was to explore features of communication competence of King Sejong as a leader by analyzing the Annals of the Joseon Dynasty. I examined the whole duration of his reign, and devided it into the five periods of significant occasions. They were the early part of succession, stabilized governance, changing of his personal environment(e. g., worsened his illness, and the death of family members), building the Cheomsawon(the office of Prince Secretariat), and invention of Hunminjeongeum(the Korean alphabet). This study adopted a total of eleven elements of leadership communication competence as a frame of analysis. They were interaction, empowerment, individualized consideration, vision-providing, intellectual stimulation, confidence- building, self-control, charisma, inspiration, creativity, and passion. Results show King Sejong implemented opened communication on the basis of confidence-building, interaction, and empowerment. During the early part of succession, he showed invitational communication, moral-training communication, and quotative communication. The period of stabilized governance King Sejong implemented Master-King communication, warmhearted top-down communication, and bottom-up communication. When he faced changing of his personal environment he used pushing communication. The period of building the Cheomsawon, he also showed pushing communication. Finally, when King Sejong invented Hunminjeongeum he showed advantage-taking communication, and closed communication. In sum, throughout his entire life King Sejong was a great communicator and competent communication strategist.