Earticle

초등학교에서 학습장애를 갖고 있는 특수 학급의 학생들은 셈하기에 어려움을 갖고 있다. 셈하기의 기초가 되는 수 개념은 반복적 연습이 요구되며 컴퓨터를 활용한 학습은 학습자의 흥미나 학습에 집중하는 시간을 길어지게 한다. 따라서 학습장애 학생의 수 개념을 향상하기 위한 웹 코스웨어를 개발․적용하여 그 효과를 알아보았다. 본 연구에서 제안된 프로그램은 다양한 사고 활동을 통하여 학습자의 수 개념을 향상 할 수 있도록 설계되었으며, 초등학교에 있는 특수 학급 학생 31명을 대상으로 실험 집단과 통제 집단으로 나누어 적용한 결과 수 개념 향상에 교육적 효과가 있었고 연산 능력 향상에도 긍정적인 반응을 유도하였다.

Pupils with learning impediments in elementary schools have difficulties in learning numerical calculations. Numerical concepts, the basis of numerical calculations, require repetitious exercises, and it has been widely reported that computer-mediated learning motivates the learners to concentrate on their learning for longer hours. The aim of the research is to develop and apply a Web-based courseware to experimental groups to improve learning numerical concepts of the learners with learning difficulties in elementary school and to discuss the effects of the results. The courseware is designed to improve the numerical concepts of the learners through many thought activities. The experiment shows effectiveness of the learning activities to improve learning numerical concepts for students with learning difficulties, categorized into two groups - an experimental group and a control group, and also it shows positive responses on improvement of their calculation ability.

The purpose of this study is to increase the practical understanding of how a properly chosen MOO (Multi-user domain Object Oriented) environment can function as a foreign language learning procedure. The goal of this study is to investigate the claim that a MOO site can be used successfully as an learning tool in foreign language classes. In preparing such a study, the following related fields will bc explored: some problems with EFL environment, necessities for CMC in foreign language learning, CMC for comprehensive input & output, CMC for lowering affective filters, MOO for foreign language learning, and SchMOOze University for foreign language learning. SchMOOze University, one of language education MOOS, is introduced to alleviate many of the problems stemming from the isolation of foreign language students in Korea.

본 연구의 목적은 두 가지로 나뉜다. 첫 번째 목적은, 질적인 방법의 예비연구로서, “도구적 발생”(Genese instrumentale, Rabardel, 1995)의 측면에서, 세 요인들 - 컴퓨터화된 컨셉맵 협력구성도구, Knoware 의 특성, 실시간 온라인 협력학습에 참여한 두 명의 조원, 학습과제의 특성- 간의 상호 작용의 양태를 분석하여 논증적 토의를 활발하게 유발하는 협력학습 과제를 분석하는 것이었다. 두 번째 목적은, 실험을 통하여, 실시간 온라인 협력문제해결과정에서, 선형적 텍스트 표상의 커뮤니케이션 도구, Chat와 비교 했을 때 Knoware가 고차적 사고 개발에 미치는 영향을 네 가지 면(비판적/창의적 사고 개발, 논증적 상호 작용의 개발, 협력문제 수행결과, 개발된 논증타입) 에서 분석한 것이었다. 연구 결과로는 첫째, Chat을 사용한 조원들과 비교했을 때 Knoware을 사용한 조원들이 논증적 상호 작용 개발 면에서 유의미하게 우수하였고, 또, 주어진 문제와 연결된 종속 변인들을 더 잘 찾아내는 경향을 보였다. 그러나 비판적 사고와 창의적 사고의 개발과 논쟁타입에는 유의미한 영향을 미치지 못한 것으로 나타났다. 둘째, 조원들이 구성한 Knoware의 활용의 지적 도식의 수준과 협력 문제 수행 결과 간의 밀접한 관련이 있음을 알 수 있었다. 이러한 결과를 통해 비 구조화된 문제해결을 통한 고차적 사고 스캐폴드로서 컨셉맵을 설계할 때 고려해야 할 점들을 제시 할 수 있었다.

Our work combined two approaches. First, qualitative analysis of the instrumental genesis aimed at validating the choice of problem, making it possible to develop an argumentative discussion and to analyze the effects of the use of the schemes of Knoware (software for constructing collaborative concept map) on interaction types and on the quality of collaborative problem solving. Second, a test aimed at comparing the effects of two types of synchronous software, one linear discussion software, chat, and Knoware, on the development of critical and creative thinking, quality of argumentative interaction, performance of problem-solving, and type of arguments. This experiment was carried out with a total of twenty students: five paired groups using chat, and five paired groups using the Knoware. The results showed that students who used the Knoware demonstrated better argumentative interactions and had a better tendency to solve problems related to the dependent variables. This work contributes to the design of collaborative software dedicated to development of reflective thinking.

Many of the problems of foreign language instruction can be traced to the student's physical isolation from native speakers of the target language. Despited its relative unpopularity, synchronous CMC (Computer Mediated Communication) seems set to have a huge impact, espeically in the area of education, in the very near future. This means that a particular Internet communications program, called MOO (Multi-user domain Object Oriented), will be able to be a partial answer to the problems stemming from the isolation of foreign language students. This study attempted to identify the potentiality and limitations of educational application in MOO-based learning community through understanding its special feature especially in foreign language learning. putting an emphasis on providing an authentic learning environment. The students participaing in MOO-based learning can interact with native speakers exchanging synchronous responds with each other, modifying their linguisitc input and output and finally achieving successfully the goal of English learning.

본 연구는 온라인 영어교육 환경에서 대학생들의 공감 능력과 컴퓨터를 통한 소통 불안(CMCA)이 학생들의 자기 주도적 학습능력과 교수자 신뢰도를 매개로 영어 읽기 성취도에 어떤 영향을 미치는지 검증하고자 하였다. 이를 위해 부산에 있는 B 대학교에서 교양영어 수업을 수강하는 대학생 76명을 대상으로 온라인 설문조사와 영어 읽기 시험을 통해 자료를 수집하였으며, 최종적으로 65명의 자료를 분석하였다. 분석결과 첫째, CMCA는 자기 주도적 학습능력에 통계적으로 유의미한 부적 영향을 미쳤다. 둘째, 공감 능력은 교수자 신뢰도에 통계적으로 유의미한 부적 영향을 주었다. 셋째, 자기 주도적 학습능력은 영어 읽기 성취도에 통계적으로도 유의미하게 직접 영향을 주는 것으로 나타났다. 넷째, 교수자 신뢰도는 영어 읽기 성취도에 직접 영향을 주었으나 통계적으로는 유의미하지 않게 나타났다. 마지막으로 CMCA는 교수자 신뢰도와 자기 주도적 학습능력을 매개로 영어 읽기 성취도에 통계적으로 유의미한 영향을 주는 것으로 나타났다. 본 연구의 결과는 CMCA, 자기 주도적 학습능력과 같은 학생들의 정의적 특성이 온라인 영어 수업에 영향을 미치는 중요한 요인임을 밝힘으로써 관련 이론 구축과 교육 현장에 유용한 정보를 제공할 것이다.

Due to Covid-19, online environments serve as a main context for learning. It is important to understand how student characteristics, such as student computer-mediated communication anxiety(CMCA) affect learning experiences and learning outcomes in online English classes. This study aimed to investigate how CMCA and empathy influenced on English reading comprehension through the mediated effects of self-directed learning ability and instructor credibility. A small-scale online survey about student characteristics was carried out. Data were collected from 76 college students and 65 students’ were analyzed. CMCA showed a direct effect on self-directed learning ability and empathy showed a direct effect on instructor credibility. Self-directed learning ability significantly affected on English reading comprehension. Lastly, the effect of CMCA through the mediated effects of self-directed learning ability and instructor credibility was significantly effective. It aims to implicate that college language researchers could attempt teaching strategies that help students decrease CMCA and develop self-directed learning ability to improve English reading comprehension in online English classes.

While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the off-line focus on form instructions in contexts of on-line CMC. Therefore, the purpose of the study was to examine (1) both short-term and long-term effects of input-centered (input enhancement) and output-centered (dictogloss) instructions on the acquisition of L2 English present perfect tense in contexts of CMC (four experimental groups) and (2) Korean secondary school learners’ individual differences on the different types of instructions in terms of their intrinsic & extrinsic motivations, motivational behaviors (attention, persistence, & intensity), willingness to communicate, and attributions of success and failure. The findings showed that the off-line output-centered focus-on-form instruction in context of the on-line CMC was the most effective, in particular for the advanced group, among the four experimental groups. In addition, students' achievement was significantly correlated with intrinsic motivation, motivational behaviors, willingness to communicate, and attributions of success/failure to efforts, in which the patterns of the correlations in turn depended on the types of focus on form and CMC instructions. The theoretical background and pedagogical implications are discussed.

본 연구는 코로나19로 대학 교육의 온라인 전환에 상황에서 컴퓨터매개의사소통(CMC)에 의한 학습자의 메타적 능력 변화와 학습자-교수자 관계를 실증할 모형을 제시했다. 동 연구는 매체풍부성이론, 사회정보처리이론에 근거한 CMC 유관 문헌을 참고, 3대 메타적 능력과 인격적 관계에 대한 개념 모형을 구현 후, 2020년 1/2학기 천안 S 대생 117명과 e캠퍼스에서 교환한 메시지를 내용분석하고, 동년 12월 102명의 온라인 설문 응답을 상관분석하여 모형의 신뢰성을 확인했다. 그 결과, 메시지 내용분석에서는 학습자의 메타인지, 메타정서, 메타사회 능력이 변인별로 두루 파악됐으나, 설문자료 상관분석에선 학습자의 메타인지, 메타정서 능력의 변화만 교수자 관계와 양(+) 의 상관을 띠었다. 예비(Pilot) 연구로 진행한 동 연구는, CMC에 의한 온라인 교육으로 대학생의 메타적 능력 변화에 따른 교수자와의 관계를 밝히는 모델을 제시한 의의가 있으며, 2021년 1학기 후 설문 표본을 확대한 후속의 본(Main) 연구에서 각 요소 간인과관계를 분석하여 연구 모형의 타당성을검증하고자 한다.

Upon a full changeover to online education in response to the COVID-19 pandemic, this study aims to set out a research model examining changes in learner’s meta-ability and learner-teacher relations via computer-mediated communication (CMC) in the university. The research thus designed a conceptual framework that combines three different learner’s meta-abilities and learner-teacher relations by relying on CMC-related literature rooted in Media Richness theory and Social Information Process theory; to ensure the model’s reliability, it then conducted Content Analysis on the messages in the E-campus forum of Cheonan S-university where this researcher and 117 students exchanged during the second term of 2020, followed by Correlation Analysis on the online survey data from 102 students in late 2020. Empirical results showed that numerous constructs in meta-cognitive ability, meta-affective ability and meta-social ability were identified from the analyzed messages whereas only meta-cognition changes and meta-affect changes were in a significant positive correlation between the learner’s and teacher’s relations. This pilot study is meaningful, as confirming the usefulness of the proposed framework within the context of CMC to examine changes in meta-ability and learner-teacher relations. Future work in the form of main research to be taken with wider samples after the first term in 2021 will check to see the model’s validity by demonstrating a cause-effect relationship between three elements on changes in meta-ability and a set of variables in learner-teacher relations.