Earticle

The purpose of this study is to analyze the mediating effects of mentoring functions in college students and motivation levels in virtual, web-based, constructivist English classes. It is also intended to analyze the effects of web-based interactions on constructivist learning. For this, a survey was conducted on 210 college students all of who participated in a ‘Media English’ class. Correlation analysis, simple regression analysis, and hierarchical multiple regression analysis were conducted to verify three research hypotheses. This statistical analyses showed the results that 1) the mentoring function turned out to influence interactions in the virtual constructivism learning framework; 2) the mentoring function turned out to influence learning motivation in the virtual web-based constructivism learning framework; 3) mentoring function as an independent variable in the virtual web-based constructivism learning turned out to influence learning motivation as a dependent variable of college students through the media of interaction as a parameter. Therefore, the results indicated that the mentoring function influenced learning motivation levels of college students through interaction in the virtual web-based constructivist English learning framework.

Applying Discourse Analysis (DA) approach, the present research investigated the classroom discourse in EFL classrooms in Iran. The goals of the research were: (a) to identify the interaction patterns between teachers and students, (b) to investigate the effect of the gender of the teachers and the students on their interaction patterns, and (c) to find out whether the interaction was teacher-dominated or studentdominated. The results of the analysis indicated that the interaction patterns between the participants vary with the participants making use of a variety of discourse acts. Considering gender effect, it was shown that more similarities than differences existed between male and female teachers. Furthermore, boys were found to be more willing to interact with their teachers than girls. Finally, the findings showed that although the classroom discourse was following an IRF pattern in which the teachers dominated a high portion of classroom talk, the students did initiate exchanges with their teachers, and at times they even did followup their teachers’ responses to their questions, resulting in an IRF pattern even in Student-Teacher Talk.

예이츠의 시는 안정과 변화라는 상반되는 요소를 매개체로 사용하여 시인의 시적 심미주의를 표현함으로 시 자체의 자율적이고 능동적인 의미를 강화시키고 있다. 특히 예이츠의 상반적인 시적 표현은 일시적인 단순한 언어 유희가 아니고, 초기 시부터 마지막 후기 시까지 일관적으로 사용되어지고 있다. 상반적인 언어 표현은 사실과 허구, 실체와 상상, 역사와 예언적 계시, 가시적인 것과 불가시적인 것, 과학과 종교, 진실과 신화, 확실성과 애매 모호함, 높은 것과 낮은 것, 그리고 무색과 유색 등으로 대조되어서, 서로 유기적인 상호작용을 통해 새로운 차원의 심미주의적 의미를 자생시키고 있다. 이러한 상반된 언어 표현의 유기적 상호 작용은 “The Meditation of the Old Fisherman”부터 “The Second Coming”에 이르기까지 매개체로 이용되면서 심미주의적인 시적 의미를 확장시켜서 이성과 과학과 합리주의를 초월한 시의 철학적, 신비적, 예술적, 종교적 의미로 자전시키는데 결정적인 역할을 한다.

The purpose of this research is to examine the significance of peer-peer interactions on L1 discussions for L2 reading tasks. This research was designed to see how college EFL students interact during a L1 group discussion assigned as part of an L2 reading task by a means of CA (conversation analysis). Five college EFL students engaged in an L1 group discussion on L2 reading comprehension questions and their conversations were video-recorded for transcription. The peer-peer interaction CA analyzed discussions through a turn-taking system and contextualization cues and has provided pedagogical implications. Observed interactions among students showed that a team leader playing a role as a mediator attempted to focus on the issues arising during the discussion to solve and foster the engagement from other team members. The findings of this study suggest that students effectively find the best ways of reaching desirable conclusions through negotiation-driven interactions. Group discussions with L1 can encourage students to use their linguistic resources to perform the L2 task effectively, which leads to successful completion of the given tasks.

Although interactionists’ input, interaction, and output hypotheses offer a clear picture of what goes on in one's language learning product as well as in one's process, they fail to explain why interaction is not possible or even desirable for certain groups of learners. To explore negative factors which hamper selected Korean learners' oral interaction processes (N=14) in-and-out of class, a one-year ethnographic study was conducted with different methods (interviews, observations, and social network analysis) and multiple sources of data. Participants strongly voiced the importance of interpersonal relationships among students, between the students and the instructor, and their effect on second language learning. The results of this study indicate that both institutional and social contexts impact learning far more greatly than the choice of teaching method, material, or techniques. This result contradicts the popular belief that learners are ready to learn once the educational environment is optimalized. This study is significant in that it raises the importance of understanding the students' group dynamics that originate in their own culture. Based upon the findings of this study, coping strategies for interactional barriers are provided for the future Intensive English Programs (IEP) for students and teachers.

This study aims to explore the role of input and interaction in second language learning. This study will emphasize the fact that the input alone cannot provide sufficient condition for language learning based on the discussion on how comprehensibility is achieved and why interaction for meaning negotiation is important.

Numerous studies have examined the language-learning opportunities that arise when the design of tasks is such that successful resolution requires speakers to negotiate for meaning (e.g., Long, 2015). However, interlocutors often influence these learning opportunities. The present study examines the relationships between interlocutors (learner–NS or learner–learner dyads) and interlocutor familiarity in relation to the frequency of lexical language-related episodes (LREs). The data for the study, from the Giessen Long Beach Chaplin Corpus (GLBCC; Smith, Jucker, & Müller, 2001), included 71 transcribed interactions between native and non-native university-level English speakers with varying degrees of familiarity. Results indicated that the number of LREs between familiar and unfamiliar interlocutors was similar in all conditions. These findings indicate that there may be little influence of interlocutor—learner or NS, familiar or unfamiliar—on the frequency of LREs, which suggests that learners negotiate meaning in similar ways regardless of whom they interact with.

이 연구는 웹 기반 동시적 토론수업에서 교사-학생간의 상호작용은 어떠한가에 대해 알아보고자 한 것이다. 충북 C 대학에서 2008-1학기 교직과목 수강생 68명을 대상으로 내용분석 방법을 통해 이루어졌으며, 그 결과는 다음과 같다. 첫째, 교사는 수업진행 발언, 학생들은 발문에 대한 응답이 가장 많은 것으로 나타났다. 둘째, 성별에 따른 의견제시수의 차이에서는 모든 영역에서 유의한 차이를 보이지 않는 것으로 나타났다. 셋째, 성별과 영역별에 따른 상호작용은 인지적 차원과 사회적 차원 모두 통계적으로 유의한 차이를 보이지 않았다. 넷째, 질문여부에 따른 상호작용의 차이를 알아본 결과, 인지적 차원(p<.001)과 사회적 차원(p<.001) 모두 질문자의 평균이 높게 나타났으며, 통계적으로 유의한 차이를 보였다.

The purpose of this study was to find out the interactions between the students and the teachers in web-based synchronous discussion class. This research was done using contents analysis method of sixty eight pre-service teachers enrolling a course in first semester of the year 2008 for teaching profession. They are students of C university in Choongbuk province. The results were as following. First, the teachers spent most of their time carrying forward the class and the students spent most of their time in answering the question. Second, in every category, there were no significant difference in number of expressing opinion between gender. Third, in both cognitive dimension and social dimension category, the participation rate didn't show statistically significant differences neither by categories nor by gender. Fourth, the affect of giving question in class on interaction, didn't show much difference. But, in cognitive dimension(p<.001) and social dimension(p<.001), the students who gave question showed higher average. And they showed statistically significant differences.

This paper investigated interaction patterns of L2 learners and their native speaker counterparts in EFL classrooms and proximal social settings. To this end, data were collected from an English cafe at a university (i.e., pseudo-natural setting) and from an English conversation class at a university (i.e., classroom setting). Data analysis focused on teachers" question types, feedback patterns, and learners" responses towards feedback. The analysis based on utterance frequency revealed that students displayed higher participation rate in the pseudo-natural settings. With regards to teacher questions, teachers used more referential questions than display questions in both settings. However, there were twice as many teachers" feedback in the pseudo-natural setting compared to the classroom setting, but the frequent feedback did not slow down the conversation and did not always lead to self-repair. In addition, students in two settings differed in terms of their preferences to feedback in different linguistic categories.

Frequent interactions between teachers and learners take place in cyber education. It was found that tutors in cyber education play important roles in interactions. This is to acknowledge the characteristics of cyber education by watching and analyzing the interactions between learners and tutors that performed in the course of “cyber English writing class” of a cyber university. The main tools of interactions, e-bulletin board and e-writing assignment board have been quantitatively and qualitatively analyzed. In order to learn whether the degree of the learners’ participation influences the degree of the learners’ achievement, a correlation analysis between the two variables was conducted. A questionnaire was also conducted to learn how the learners respond to tutors’ feedback in their interactions. This study also investigated any differences of the attitude and satisfaction degree in a cyber writing class according to the learners’ participation degree. It was found that the degree of the learners’ achievement and the learners’ participation are most correlated especially when the learners are in the medium level of the academic ability. Also, the learners generally think the tutors’ feedback gives to them positive influences.

This study empirically examines how the linguistic and non-linguistic behaviors of live-streaming hosts shape interactions with viewers and their effects. The analysis identified the following key interactions: (A) Hosts’ framing statements enhance viewers’ anticipation and engagement, fostering a shared live-streaming experience. (B) Detailed information from hosts captures interest, encourages participation, and facilitates opinion-sharing. (C) Emotional expressions and evaluations elicit empathy, promote personal storytelling, and strengthen emotional bonds. (D) Prompts for specific actions deepen solidarity between hosts and viewers while reinforcing viewer-to-viewer connections. (E) Visual and auditory effects evoke reactions, enhancing presence and a sense of unity. (F) Hosts’ feedback on viewer comments increases engagement and reduces psychological distance. These findings confirm that interactions in live-streaming platforms occur in diverse forms and have various effects on both the host and viewers.

본 연구에서는 버켓기초로 지지된 해상풍력타워의 지진응답을 지반-구조물 상호작용을 고 려하여 해석하였다. 해석프로그램으로는 SASSI를 사용하였으며 연약지반에 대해 생성된 인공지진파를 입력으로 사용하였다. 버켓기초의 형상과 강도를 매개변수로 하여 각 매개변 수들의 영향을 파악하였다. 구조물의 응답은 타워의 하부와 나셀위치에서 얻어졌으며 응답 스펙트럼으로 비교하였다. 해석결과 형상비, 버켓의 강도, 지반의 강도에 따라서 기초부와 나셀부에서 다른 경향의 응답을 보였다. 그러나 이러한 모든 지반-구조물상호작용의 고려 는 암반으로 가정한 거동에 비하여 월등히 큰 응답 값을 보여 이의 고려가 버켓기초를 가진 해상풍력타워의 지진거동에 큰 영향을 미치는 것을 파악할 수 있었다.

In this study, seismic responses of the offshore wind tower supported by bucket foundation are analyzed in consideration of soil-structure interaction. The program SASSI is used as analyzing tool and an artificial seismic input for soft soil is used as input motion. The H/R ratio of bucket, the stiffness of bucket foundation and the soil stiffness are considered as parameters and its effects are estimated. The responses of structure are obtained at the base and the nacell. As results, the effects of H/R ratio, the stiffness of bucket and the stiffness of site are generally denoted different response tendency at the base and the nacell. However, these whole responses of the base and the nacell are much lager than that of rock site. Therefore, the consideration of this phemomia affect to the response of offshore wind tower with bucket foundation largely.

이 연구는 실시간 쌍방향 원격실기수업에서 무용전공대학생이 인식하는 상호작용유형이 학습몰입에 미치는 영 향력을 규명하는데 목적이 있다. 연구대상은 수도권과 비수도권 소재 4년제 대학교에 재학중인 무용전공대학 생 210명의 설문자료를 분석하였다. 조사도구는 상호작용유형과 학습몰입 설문지를 사용하여 통계프로그램 SPSS 23.0을 이용하여 빈도분석, 탐색적 요인분석, 신뢰도 분석, 상관관계 분석, 회귀분석을 실시하였다. 그 결 과, 실시간 쌍방향 원격실기수업에서 교수자와의 상호작용, 콘텐츠와의 상호작용, 학생과의 상호작용이 무용전 공대학생의 학습몰입도를 높이는 것으로 나타났다. 이러한 노력은 향후 지속될 원격실기수업에서의 학습몰입 을 높이기 위한 다양한 변인 탐색과 영향력 규명을 위한 기초자료가 될 것으로 기대한다.

The purpose of this study is to investigate the influence of the interaction types perceived by dance majors on learning commitment in real-time interactive remote practical classes. The subject of the study was to analyze the survey data of 210 dance majors enrolled in four-year universities in the metropolitan and non-metropolitan areas. As for the survey tool, frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, and regression analysis were performed using the statistical program SPSS 23.0 using the interaction type and learning commitment questionnaire. As a result, it was found that interaction with instructors, interaction with content, and interaction with students in real-time interactive remote practical classes increase the degree of learning immersion of dance majors. These efforts are expected to be basic data for exploring various variables and identifying influence to increase learning commitment in remote practical classes that will continue in the future.

본 연구는 예술교육에서 교육자-학습자 간의 상호작용에 대한 만족도에 따라 행동의도(창작·참여)로 순환될 수 있는지를 확인하고 온라인, 오프라인 차이를 비교하는 것으로 온라인 예술교육 효과를 제고하는 방안을 제시한다. 연구 방법으로는 예술교육 및 교육적·사회적 상호작용과 만족도, 행동의도를 문헌분석하고 예술교육을 수강하는 음악, 미술 전공생을 대상으로 동일한 과목의 온라인과 오프라인 교육에 대한 설문조사를 2회 실시하였다. 그 결과 온라인 89명, 오프라인 56명의 학생이 참여하였고 예술교육에서의 교육적, 사회적 상호작용에 따른 만족도가 높을수록 행동의도로 연결되는 관계가 증명되었다. 특히, 온라인 예술교육은 교육적 상호작용 수준이 더 높고 사회적 상호작용이 낮게 나타나 오프라인과 유의한 차이가 나타났다. 따라서 온라인 예술교육이 높은 만족도와 창작활동으로 연결되기 위해서는 교육자 와의 사회적 관계를 위한 커뮤니케이션 활동을 강화하고 온라인 매체 경험을 다각화하여 참여 적극성을 높인다면, 오프 라인 이상의 학습효과를 얻을 수 있다.

This study confirms whether interaction and satisfaction between educators and learners can be repeated as artistic activities in art education and compares online and offline differences. And it suggests ways to enhance the effectiveness of online art education. As a method of research, literature analysis shall be conducted on art education, educational and social interaction, satisfaction, and behavioral intent. Two surveys were conducted on online and offline education for music and art students who completed art education lectures. As a result, 89 online and 56 offline students participated. The higher the satisfaction level of educational and social interaction in art education, the more it led to artistic activities. Educational interaction in online art education was higher, social interaction was lower, and it was different from offline.

미국 캘리포니아 주의 Searsville 호수와 인근 생태습지의 지하수-지표수의 상호작용을 3차원 지하수 수치 모형을 사용하 여 모의하였다. 특히, 호수 수위의 급격한 저하가 호수를 둘러싸고 있는 생태습지의 지하 수위를 어떻게 변화시키는지에 대해 초점을 맞추어 연구를 진행하였다. 모의 결과, 모형에 적용된 다양한 대수층의 수문지질학적 매개변수에 상관 없이 습지의 생태에 큰 영향을 줄 정도로 지하수위의 변화가 크지 않다는 결론을 도출하였다. 이러한 연구 결과는, 댐 및 보의 수문 개방, 가뭄 등으로 인한 지표수위의 급격한 저하에 따른 주변 생태습지에서의 지하수위 및 이에 큰 영향을 받는 생 태계의 변화에 대한 유용한 정보를 제공할 수 있을 것이다.

The groundwater-surface water interaction of Searsville Lake area, California, US was analyzed using 3-dimensional groundwater model. This study especially focuses on investigating the groundwater head drawdown near the lake when the abrupt decline of the lake water table occurs due to the implementation of the options to remove the accumulated sediments along the dam. The result of the investigation revealed that the groundwater head drawdown near the lake is not significant enough to adversely affect the wetland habitat of the area regardless of the hydrogeologic parameters of the aquifers. We expect this result provides useful information to the similar Korean case studies in which the surface water level abruptly changes due to the operation of the hydraulic gates of dams and wiers and the corresponding environmental impact should be considered.

This paper takes Chinese learners from the Chinese department of a Korean university as the object of study and probes into the classroom group interaction mode of Korean Chinese learners. During the 4-month observation period, a total of 5 videos were recorded and 61 groups of interactive data were obtained. After the data transcribed, we divided the interaction modes into two dimensions of equality and interactivity, and the results concluded five types of interaction modes: team, expert/novice, dominant/passive, rotating, and team/marginal. The article also discusses the characteristics of the member constitution of different interaction modes.

본 연구는 소셜미디어 상호작용을 통한 조직 구성원의 유용성 및 쌍방향 감지와 조직 구성원의 성과 간의 관계를 규명하고 조직기반 자존감의 매개효과를 밝히는 데 목적이 있다. 구체적으로 본 연구에서는 조직 구 성원의 유용성 및 쌍방향 감지가 조직기반 자존감에 유의미한 영향을 미치며 결과적으로 조직 구성원의 과 업성과와 맥락성과에 긍정적인 영향을 미칠 것으로 가정하였다. 본 연구의 가설 검증을 위하여 중국 베이징, 상하이, 관둥, 후난지역에 위치한 공공기관, 대기업, 중소기업 종사자들을 대상으로 설문조사를 실시하였다. 설문조사는 온라인 설문지 링크를 공유하여 진행하였으며 오류 를 가지는 응답을 제외하고 총 468부를 최종 분석에 사용하였다. 연구 분석은 SPSS 22.0과 AMOS 18.0을 활용하여 구조방정식으로 분석하였다. 가설 검증 결과를 살펴보면, 조직 구성원의 유용성 감지와 쌍방향 감지는 조직기반 자존감에 각각 정(+)의 영향을 미치는 것으로 나타났으며 조직기반 자존감은 조직 구성원의 과업성과와 맥락성과에 정(+)적으로 유 의미한 영향을 미치는 것으로 나타났다. 또한, 조직기반 자존감은 유용성 감지와 쌍방향 감지가 각각 과업성 과와 맥락성과에 미치는 영향에 있어 매개효과가 있음을 확인하였다. 이러한 실증분석 결과를 토대로 조직 구성원의 성과를 향상시키는 영향 요인으로서 조직에서의 소셜미디어 사용에 대한 학문적 및 실무적 함의를 도출하였다. 조직은 구성원 간의 서통이 될 수 있는 소셜 미디어 플랫폼을 조성하거나 활동을 지원함으로 그 들 간의 활동을 강화할 수 있으며 성과에 미치는 긍정적 효과를 유도할 수 있다. 즉, 소셜 미디어 활동은 조직 차원의 사회화 과정의 일부일 수 있으며 구성원 및 조직 차원의 성과를 가져오는 가치있는 수단으로 관리되어야 함을 보여준다.

The purpose of this study is to identify the relationship between the usefulness and interactive detection of organizational members through social media interaction and the performance of organizational members, and to reveal the mediating effect of organizational-based self-esteem. Specifically, this study assumed that the usefulness and interactive detection of organizational members have a significant impact on organizational-based self-esteem, and as a result, it will have a positive effect on the task and context performance of organizational members. To test the hypothesis of this study, a survey was conducted on workers at public institutions, large companies, and small and medium-sized enterprises located in Beijing, Shanghai, Guangdong, and Honan in China. The survey was conducted by sharing the link to the online questionnaire, and a total of 468 copies were used for the final analysis, excluding the responses with errors. The research analysis was analyzed using structural equation model using SPSS 22.0 and AMOS 18.0. The results of the hypothesis test showed that organizational members' usefulness and interactive detection had a positive (+) effect on organizational-based self-esteem, respectively, and organizational-based self-esteem had a positive (+) significant effect on organizational members' task and context performance. In addition, organizational-based self-esteem was tested to have a mediating effect on the effect of usefulness detection and interactive detection on task performance and context performance. Based on the results of this empirical analysis, academic and practical implications for the use of social media in organizations were discussed as influencing factors that improve the performance of organizational members. Organizations can strengthen their activities and induce positive effects on performance by creating social media platforms or supporting activities that can be communication between members. In other words, it shows that social media activities can be part of the socialization process at the organizational level and should be managed as a valuable means of bringing about performance at the members and organizational level.

본 연구는 1인 미디어 환경에서 청소년소비자의 구매압박감에 영향을 미치는 요인 및 구조적 관계를 밝히면서 미디어리터러시의 조절효과를 검증하고자 하였다. 특히 청소년소비자의 1인 미디어 이용동기와 소비자 및 인플루 언서와의 상호작용이 구매압박감에 어떠한 영향을 주는지, 몰입을 매개로 한 효과는 어떠하며, 미디어리터러시에 따라 영향력이 달라지는지를 분석하고자 했다. 이를 위해 서울시 및 세종시에 위치한 고등학교 6곳을 선정하여 참여자를 모집하였다. 구글 온라인 설문조사를 활용하여 자료를 수집하였으며, SPSS와 Mplus 프로그램을 사용 하여 경로분석, 다중집단분석을 실시하였다. 본 연구를 통해 도출된 결과는 다음과 같다. 첫째, 청소년소비자의 몰입, 소비자 상호작용, 기능적 동기는 구매압박감에 유의한 정(+)의 영향을 미친 반면 유희적 동기는 부(-)의 영향을 미치는 것으로 나타났다. 둘째, 사회적 동기와 유희적 동기, 소비자 상호작용은 모두 몰입을 매개로 구매 압박감에 유의한 영향을 미치고 있었다. 특히 사회적 동기가 구매압박감에 미치는 영향은 몰입을 통해서만 유의 한 완전매개모형으로 나타났다. 셋째, 사회적 동기가 몰입에 영향을 미치는 관계와 몰입이 구매압박감에 영향을 미치는 관계에서 미디어리터러시의 조절효과가 나타났다. 이러한 결과는 1인 미디어에 대한 부정적인 영향을 최 소화하고, 긍정적인 영향을 극대화할 수 있는 수단으로 미디어리터러시가 적합하다는 사실을 입증하였다.

This study examined the moderating effect of media literacy by revealing the factors and structural relationships affecting on purchase pressure. In particular, the aim was to analyze how social motivation, playful motivation, functional motivation, consumer interaction, influencer interaction, immersion and purchase pressure are affected and relative influences of youth consumers. For this purpose, three high school students in Gwanak-gu, Seoul and three high school students in Sejong City were selected as the research subjects. The data were collected through a Google online survey. Based on the data collected using SPSS and Mplus program, path analysis and multi-group analysis were performed. The results from this study are as follows. First, immersion, consumer interaction, functional motivation by adolescent consumer had a positive effect on purchase pressure, while playful motivation had a negative effect on purchase pressure. Second, social motivation, playful motivation, and consumer interaction all had a significant effect on purchase pressure through immersion. Based on these results, it was found that the paths of ‘Playful Motivation → Immersion → Purchase Pressure’ and ‘Consumer Interaction → Immersion → Purchase Pressure’ are partly mediated model. And ‘Social Motivation → Immersion → Purchase Pressure’ path was found to be a complete mediation model. Third, the moderating effect of media literacy was found in the relationship between social motivation and immersion to purchase pressure. These results proved that the media literacy is suitable as a means to minimize the negative effects on the personal media.

본 연구는 온라인 학습공동체의 주요 성공요인으로 주목받고 있는 학습자 간 상호작용이 공동체의 학습성과와 사회적 실재감 수준에 따라 어떠한 양상의 차이를 보이는지를 분석하기 위한 것이다. 서울 소재 대학생 21명을 대상으로 학습성과와 사회적 실재감 수준이 높고 낮은 4개의 온라인 공동체 게시판에 기록된 상호작용 내용을 수집․분석한 결과, 전체 상호작용은 인지적․사회적․정의적 상호작용의 3가지 범주들과 17가지 하위 범주들로 분류되었다. 이러한 상호작용 유형별 빈도수가 학습성과, 사회적 실재감과 어떠한 관계를 보이는지 알아보기 위해 통계 분석을 실시한 결과, 학습성과 수준에 따른 상호작용 유형별 빈도는 유의한 차이를 보인 반면, 사회적 실재감 수준에 따른 상호작용 유형별 빈도 차이는 유의하지 않았다. 학습이 진행됨에 따라 모든 공동체에서 상호작용의 증가 추세가 나타났는데, 학습성과에 대해서 만 학습시점별 상호작용 빈도에 유의한 차이가 나타났다. 마지막으로, 상호작용 유형별 빈도에 대한 학습성과와 사회적 실재감의 상호작용 효과를 분석한 결과, 인지적 상호작용과 정의적 상호작용은 학습성과와 사회적 실재감 수준의 상호 관계에 따라 그 양상의 다름이 확인되었다. 이러한 결과로부터 학습성과와 사회적 실재감을 강화하기 위해 주목해야 할 상호작용 요소와 변화 패턴이 설명되었고, 나아가 온라인 학습공동체의 운영 과정에서 고려해야 할 사항과 후속 연구들이 제언되었다.

The purpose of this study was to identify the characteristics of learner interaction by the level of learning outcome and social presence in an online learning community. Data related to students’ learning outcomes, social presence, and textual interaction were collected during the four week long online project-based learning session and the messages were categorized by using qualitative content analysis. Participants were 21 undergraduate students in four learning communities at E university in Korea. The findings showed significant differences in interaction types and frequencies depending on the level of learning outcome and social presence. While the learning outcome significantly affected the types and frequencies of interaction, the effect of social presence on interaction was minimal. Learning outcome and social presence are significantly related to cognitive and emotional interactions, but not to social interactions. These results imply that learner interaction, especially cognitive and emotional, could be an critical indicator of the learning outcome in an online learning community.

본 연구는 트위터 상에서 적극적 소통의 결과라고 할 수 있는 관계 맺기가 이루어지는지를의사사회 현상으로 살펴보았다. 대표적인 연예인인 ‘싸이’의 트위터를 대상으로 실험자들이메시지를 보내고 ‘싸이’의 트위터를 10일 동안 팔로우하게 했다. 실험자들을 대상으로 ‘싸이’트위터에 메시지를 보낸 집단, 단순히 팔로우만 한 집단, 그리고 아무것도 하지 않은 집단으로 나누어 ‘싸이’ 트위터와 관련하여 의사사회 현상에 대한 변화가 있었는지를 사전-사후 설문조사를 통해 알아보았다. 연구조사 결과 ‘싸이’ 트위터에 메시지를 보낸 집단과 단순히 팔로우 한 집단에서 의사사회 현상이 높게 나타나는 것으로 보여졌다. 본 연구의 결과는 TV와관련된 주요 이론 중의 하나인 의사사회현상 이론이 뉴미디어라고 볼 수 있는 트위터 관련 현상에도 적용될 수 있음을 보여준다. 또한 본 연구에서 ‘싸이’의 트위터에 메시지를 보내고, 팔로우 한 집단들에서 의사사회 현상이 드러나는 결과는 적극적인 수용자일수록 연예인과 관계맺기를 원하고 친밀감을 느끼는 효과를 가져왔다고 점으로 해석할 수 있다.

The role of media character having significant influence on mediausership have been explored by Horton and Wohl(1956). They arguedthat media personalities – being attractive, friendly, attentive and frequentfoster pseudo-friendship and thus draw media audience into morefrequent use of the media. The current stdy examined now-famous PsyTwitter account using parasocial interaction twitter scale(PITS). Resultsindicated that the parasocial phenomena can be applicable to the studyand evaluation of Twitter account and Twitter users can utilize this informationto make a better online communication between users andfollowers.