온라인 토론 활성화를 위한 집단 구성 방식에 관한 연구

임철일 ( Cheolil Lim ),윤순경 ( Soonkyoung Youn ),연은경 ( Eunkyoung Yeon ) 한국교육공학회 2007 교육공학연구 Vol.23 No.3

The purpose of this study is to investigate both learners` active participation and message types in online discussions according to group size. The research site was an elective course in the department of education in a cyber university. The course provided students with a whole class discussion twice and then, a small group discussion consisting of around ten students twice. The study analyzed all of the messages, 1347, that learners posted and the frequency of reading messages in the four online discussions. One of the major findings showed the frequency of reading and writing a message in a small group discussion was rapidly increased compared with the whole class discussions(t=-2.65, p<.01, t=-4.41, p<.01). The other important finding revealed that almost half of the messages in the whole class discussions were related with the cognitive message type while the most messages in the small group discussions were related with the social interaction type. Regarding the frequency of message types between the whole class discussions and the small group discussions, cognitive messages decreased significantly and both interaction messages and social interaction messages increased significantly in the small group discussions. Especially, the frequency of social interaction messages was dramatically increased in the small group discussions. Learners in the small group discussions exchanged the messages of self-introduction, encouragement of other learners` participation, final greeting, appreciation of discussion summary, and personal stories that they did not mention in the whole class discussions. These social interaction messages seem to have an influence in learners` active participations in online discussions. Thus, this study implies small group discussions can cause learners` active participations in online discussions by exchanging a type of social interaction messages.

전공역학강의에서 주간보고서를 활용한 조별 토론의 과정과 이에 대한 학생들의 반응

하상우,이경호 한국물리학회 2009 새물리 Vol.59 No.5

In this study, we developed group discussions with weekly reports in order to address students' difficulties in learning physics from social constructivism perspective. The purpose of this study was to understand what students discussed and how students solved their difficulties through group discussions with weekly reports in an upper-level mechanics course. In addition, we investigated students' responses to the group discussions activities. In this study, there was one focused group with three participants who enrolled an upper-level mechanics course. We had videotaped the whole discussions of the focused group. For collecting additional data, we also used questionnaire about the group discussions, the weekly reports, the students' self reports, and the interviews. As a result, participants developed concrete understanding of abstract concepts, and discussed the nature of science through the process of the group discussions. In addition, participants thought positively about the group discussions. Especially, students thought that weekly reports and group discussions had helped their learning by complementing with each other and that the discussions gave them opportunities to think more deeply about the physics concepts during the course. In sum, group discussions with weekly reports can be a way that help students learn upper-level mechanics effectively. 본 연구에서는 대학생들이 전공역학 학습과정에서 경험하는 어려움을 해소시켜 주기 위한 한 가지 방안으로 사회적 구성주의의 관점에서 주간보고서의 내용을 소재로 활용한 조별 토론 방법을 개발하였다. 연구 목적은 주간보고서를 활용한 조별 토론 과정에서 학생들은 어떤 논의를 하고, 이를 통해 자신의 어려움을 어떻게 해소하는지, 그리고 학생들은 주간보고서를 활용한 조별 토론에 대하여 어떻게 생각하는지 알아보려는 것이었다. 연구 참여자들은 전공역학2 강의를 수강하는 학생들 중 세 명으로 구성된 한 그룹이었다. 본 연구자들은 연구참여자들이 매주 조별로 모여서 토론하는 과정을 녹화하고 녹화한 것을 전사하였다. 또한 학생들의 설문지, 주간보고서, 자기보고서등을 연구데이터로 활용했으며 그룹 구성원 모두를 대상으로 면담을 실시하였다. 연구 결과, 주간보고서를 활용한 조별 토론 과정에서 참여자들은 전공역학2의 추상적인 개념을 자신의 언어로 표현하여 자신들이 이해할 수 있는 개념들로 바꾸어 이해하였고, 과학의 본성에 대한 부분까지 논의 하는 등, 조별 토론이 학생들의 학습에 긍정적임을 알 수 있었다. 한편, 참여자들은 주간 보고서를 활용한 조별 토론에 대해 긍정적으로 생각했으며, 특히 주간보고서와 조별토론의 상호 보완적 측면이나, 조별 토론이 역학개념에 대해 깊이 있게 생각해 볼 수 있는 기회를 제공한다는 점을 높이 평가했다.

외국인 학부생 대상 비실시간 온라인 토론 연구 : 학습자 간 상호작용 양상 및 학습자 인식을 중심으로

이연정(Lee, Yeon Jeong),김경연(Kim, Kyung Yun) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.18

목적 본 연구는 외국인 학부 유학생들의 비실시간 온라인 토론에 대한 내용을 분석하고 그들의 온라인 토론 학습경험에 대한 인식을 분석하는 데 그 목적이 있다. 방법 이를 위하여 한국어 고급 수준인 학부 유학생들의 온라인 토론 내용을 Henri(1992)의 내용 분석 모델을 적용하여 분석하고, 설문조사를 통한 만족도 결과는 SPSS-ver 25를 사용하여 기술통계를 실시하고 비실시간 온라인 토론에 대한 학습자들의 인식을 고찰하였다. 결과 조사 결과, 학부 유학생들은 비실시간 온라인 토론이 오프라인 토론에 비해 인지적, 정서적 그리고 참여적 측면에서 장점이 있다고 인식하고 있었다. 구체적으로 온라인 토론은 시공간적 제약이 없기 때문에 인지적으로 자료를 검색하고 주제에 대해 숙고한 후, 보다 논리적으로 반박할 수 있다. 또한, 오프라인 토론에서는 긴장을 하거나 수줍음을 많이 타게 되는 데 비해 비실시간 온라인 토론은 상대적으로 긴장이 덜 하여 자유롭고 편안한 분위기 속에서 토론에 참여할 수 있기 때문이다. 결론 반면 비실시간 온라인 토론은 비대면으로 진행되고, 시간이 지연이 되기 때문에 토론이 가지는 본질적 특성인 소통에 있어서 한계가 있고, 비언어적 요소가 단절되거나 즉각적인 피드백이 이루어지지 않으며, 토론 현장의 생생한 분위기를 느낄 수 없다는 점 등이 단점으로 지적되었다. 또한 실제 발화 기회가 없기 때문에 대인관계 형성 및 한국어 말하기 능력 향상에는 효과가 낮은 것을 단점으로 들었다. 토론 운영 기간을 단축함으로써 발화 지연에 대한 피로도를 낮추고, 실시간 온라인 토론과 병행⋅실시함으로써 비대면, 비실시간 온라인 토론이 갖는 방법적 한계를 극복할 수 있을 것이라 본다. Objectives This study aims to analyze the contents of non-real-time online discussions among foreign undergraduate students and to analyze their perceptions of their online discussion learning experiences. Methods To this end, the content analysis model of Henri (1992) was applied to analyze the contents of online discussions of 43 undergraduate students with advanced Korean language levels, and the survey conducted on their satisfaction and perceptions of the learning experiences. Results As the results of this study, the foreign students perceived that non-real-time online discussions had advantages in cognitive, emotional and participatory aspects over offline discussions. Specifically, online discussions have no spatio-temporal constraints, so they cognitively search for data and deliberate on the topic to argue more logically. Moreover the students free and comfortable to participate in the debate because offline discussions easily become nervous or shy, while non-real-time online discussions are less tense and less stressful. On the other hand, it was pointed out that non-real-time online discussions are non-face-to-face and time-delayed, so there are limitations in communication and non-verbal elements, no immediate feedback and no vivid atmosphere at the discussion site. It also mentioned the disadvantage of having little help in forming interpersonal relationships and improving Korean speaking skills because there is no actual opportunity to speak. Conclusions In order to overcome the methodical limitations of non-real-time online discussions, we first need to reduce the fatigue of speech delays by shortening the duration of discussion. It is also believed that the limitations of non-face-to-face and non-real-time situations will be overcome by parallel and implemented with time-on-line discussions.

Using topic modeling-based network visualization and generative AI in online discussions, how learners' perception of usability affects their reflection on feedback

Mingyeong JANG,Hyeonwoo LEE The Korean Society for Education Technology 2024 Educational Technology International Vol.25 No.1

This study aims to analyze the impact of learners' usability perceptions of topic modeling-based visual feedback and generative AI interpretation on reflection levels in online discussions. To achieve this, we asked 17 students in the Department of Korean language education to conduct an online discussion. Text data generated from online discussions were analyzed using LDA topic modeling to extract five clusters of related words, or topics. These topics were then visualized in a network format, and interpretive feedback was constructed through generative AI. The feedback was presented on a website and rated highly for usability, with learners valuing its information usefulness. Furthermore, an analysis using the non-parametric Mann-Whitney U test based on levels of usability perception revealed that the group with higher perceived usability demonstrated higher levels of reflection. This suggests that well-designed and user-friendly visual feedback can significantly promote deeper reflection and engagement in online discussions. The integration of topic modeling and generative AI can enhance visual feedback in online discussions, reinforcing the efficacy of such feedback in learning. The research highlights the educational significance of these design strategies and clears a path for innovation.

Analysis of the Differences of Introvert-Extrovert Trait on the Degree of Flow and Participation mode at the On-line Discussion Environments

김태웅 한국지식정보기술학회 2015 한국지식정보기술학회 논문지 Vol.10 No.3

The purpose of this study is to find the differences of introvert-extrovert trait on the degree of flow and participation mode at the on-line discussion. The data for this research was collected from the total of 40 learners. The research data is testified through ‘MANOVA method’. The results of this study were summarized as followed : Firstly, the learner's introvert-extrovert trait affects the learner's discussion flow degree. That is, the introvert trait was more effective than the extrovert trait in the discussion flow degree. Secondly, the learner's introvert-extrovert trait affects the learner's discussion positive participation degree. That is, the introvert trait was more effective than the extrovert trait in the discussion positive participation degree. lastly, the learner's introvert-extrovert trait affects the learner's discussion negative participation degree. That is, the extrovert trait was more effective than the introvert trait in the discussion negative participation degree. Based on these research results, it was suggested that introvert-extrovert trait should be utilized in order to improve the discussion flow and participation on the on-line discussion.

수준별 대리적 상호작용이 비판적 사고에 미치는 영향 연구

이예경 ( Yekyung Lee ) 한국교육공학회 2010 교육공학연구 Vol.26 No.4

This study examined the effects of different levels of vicarious interactions on critical thinking. A posttest only experimental design with three groups was used for this study. The control group read a fact sheet (expository text) only. The two experimental groups read either a high or low level discussion transcript with the fact sheet. The dependent variable was critical thinking measured by the Washington State University Critical Thinking Rubric. Letters (posttests) from 58 participants were scored using this rubric. ANOVA results indicated that the higher interaction group scored significantly higher than the other two groups. Fisher’s exact test revealed that when each component of the rubric was analyzed, there were no significant differences on any single component. Qualitative analysis of post treatment surveys and interviews showed that discussions mostly helped the participants reinforce their ideas and strengthen their arguments. Findings of this study imply the need for instructor intervention to increase the quality of online discussions and stimulate critical thinking. The use of vicarious experiences is also recommended to model exemplary discussions for learners.

Asynchronicity and English Langauge Leanring: EFL Students' Self-efficacy in Email Discussions

Han, Kyungsun 한국응용언어학회 2006 응용 언어학 Vol.22 No.2

This study postulated that email discussions have pedagogically beneficial capacity for EFL instruction in part because of its asynchronicity. Under the assumption, the study attempted to trace whether the medium could improve students’ perceived self-efficacy and how the effects related to discussion contextual features. To investigate these issues, data were collected using a questionnaire pertaining to willingness to communicate, and perceived self-efficacy and language anxiety by asking the questionnaire to EFL students participated from two sections of English language course at a national university of education. Over the period, the students were also asked to write about their discussion participation experiences in journals. The findings showed that the students could develop a greater self-efficacy in the context of the email discussions. The asynchronicity of the email discussions seemed to help compensate the EFL students’ lack of flexibility and fluency in the English language so as to undertake the discussion tasks. In particular, the extended processing time and the accessibility to various English language related resources provided by the asynchronous nature emerged as critical factors involved in the students’ mastery experiences, which lead to the improved students’ perceptions of self-efficacy for learning the English language.

Asynchronicity and English Language Learning

Kyungsun Han 한국응용언어학회 2006 응용 언어학 Vol.22 No.2

This study postulated that email discussions have pedagogically beneficial capacity for EFL instruction in part because of its asynchronicity. Under the assumption, the study attempted to trace whether the medium could improve students’ perceived self-efficacy and how the effects related to discussion contextual features. To investigate these issues, data were collected using a questionnaire pertaining to willingness to communicate, and perceived self-efficacy and language anxiety by asking the questionnaire to EFL students participated from two sections of English language course at a national university of education. Over the period, the students were also asked to write about their discussion participation experiences in journals. The findings showed that the students could develop a greater self-efficacy in the context of the email discussions. The asynchronicity of the email discussions seemed to help compensate the EFL students’ lack of flexibility and fluency in the English language so as to undertake the discussion tasks. In particular, the extended processing time and the accessibility to various English language related resources provided by the asynchronous nature emerged as critical factors involved in the students’ mastery experiences, which lead to the improved students’ perceptions of self-efficacy for learning the English language.

스마트 매체 활용 토론에서 사회비교경향성과 스마트폰 중독이 토론 몰입과 그릿에 주는 효과

김태웅 국제차세대융합기술학회 2024 차세대융합기술학회논문지 Vol.8 No.12

본 연구의 목적은 스마트 매체 활용 토론에서 사회비교경향성과 스마트폰 중독이 토론 몰입과 그릿에 주 는 효과를 알아보는 것이다. 연구 방법은 대학생 35명을 대상으로 스마트 매체 활용 스마트폰 토론이 2주간 수행 되었고, 자료분석방법은 이원다변량분산분석으로 검정되었다. 본 연구의 결과는 다음과 같다. 첫째, 사회비교경향성 이 토론 몰입과 그릿에 효과가 있었다. 둘째, 스마트폰 중독이 토론 몰입과 그릿에 효과가 있었다. 셋째, 사회비교 경향성 정도와 스마트폰 중독의 상호작용은 검증되지 없었다. 이와 같은 연구결과를 바탕으로 교수자는 사회비교 경향성과 스마트폰 중독에 따른 스마트 매체 활용 토론의 토론 몰입과 그릿을 고려해야 할 것을 제안한다. The purpose of this study is to investigate the effects of social comparison orientation and smartphone addiction on discussion flow and grit in discussions using smart media. The research method involved 2 weeks of smartphone discussions using smart media on 35 college students, and the data analysis method was tested using two-way multivariate analysis of variance. The results of this study are as follows. First, social comparison orientation was effective in flow and grit in discussion. Second, smartphone addiction was effective in flow and grit in discussions. Third, the interaction between the degree of social comparison orientation and smartphone addiction was not tested. Based on these research results, it is suggested that instructors should consider discussion flow and grit in discussions using smart media due to social comparison orientation and smartphone addiction.

확인 질문(cross examination) 방식과퇴계 고봉 사칠 논변 방식의 비교 고찰

유영희 한국사고와표현학회 2015 사고와표현 Vol.8 No.2

본고는 아카데미 정책 토론에서 사용하는 확인 질문의 의미와 방법을 정리하고조선 시대 철학 논쟁인 사단 칠정 논변과 비교하여 좋은 대화와 토론 방법을 모색하고자 한다. 확인 질문은 법정에서 쓰는 개념이었지만 정책 토론 대회의 절차로 도입되었는데 실제 실행 방법은 법정 토론과 다르다. 본고는 확인 질문이 대회에서 승리하기 위한 수단을 넘어서서 좋은 대화를 위한 방법이 될 수 있다고본다. 조선 시대 대표적 철학 논쟁인 사단칠정론은 원로 유학자와 신진 유학자간의 좋은 대화 모델로 인정받고 있다. 그러나 철학적으로 볼 때는 논리적 개연성 없이 갑작스럽게 마무리되었다. 본고에서는 확인 질문의 방식을 통해 사칠 논변이 이렇게 진행된 이유를 탐색하였다. 좋은 토론, 좋은 대화가 되기 위해서는퇴계 고봉이 예의를 갖추어 천천히 진행한 대화 방식과 정책 토론의 확인 질문방식 두 가지의 장점을 고려해야 한다. 이를 위해 좋은 확인 질문 방법과 유형을개발하는 노력이 필요하다. This Study was aimed to regulate the meanings and the methods of the Cross Examination prevailed in the policy debates and to grope the desirable method by comparing it to the discussions on the Four Clues & Seven Emotions between LEE Hwang(李滉) and GI Dae Seung(奇大升). Though the Cross Examination has been used originally in the court to be introduced as a procedure in the policy debates, it’s rather a little different in real practice from thous of the arguments in the court. The main idea of the thesis is that it would be a good method of dialogues, not to mention to be an efficient means in debates. The discussions on the Four Clues & Seven Emotions between LEE Hwang and KEE Dae Seung in the early Joseon dynasty have been recognized as a good model of dialogues between a senior scholar an a young scholar. But It’s rather discouraging that it had no concluding in logical necessity to be a philosophic discussion. The causes was discussed in the thesis with the method of the Cross Examination. We might consider the advantages of the two methods to lead good discussions and dialogues. For this purpose, it would be desirable for us to make efforts to develop the various methods and models of the Cross Examination.