웹기반 협력학습에서 학습자특성과 학습자 간 상호작용이 학습성과에 미치는 영향 = The Effects of Learner`s Traits and Interactions on Web-Based Collaborative Learning Outcomes

다국어 초록 (Multilingual Abstract)

Web-based Collaborative Learning (WBCL) is defined as a set of processes that help small group members to share and generate information together with Web resources to accomplish a specific common learning goal. Despite the benefits of WBCL, it is not necessarily effective for every learner, because effectiveness can differ according to each individual`s traits. Therefore, this study attempted to investigate the effects of personality traits (extraversion, agreeableness, conscientiousness) and self-efficacy as learner`s traits on interactions and outcomes in WBCL. For this study, Big Five Inventory (BFI), Motivated Strategies for Learning Questionnaire (MSLQ), interaction analysis tools (contents and social network analysis), achievement scores and an academic satisfaction questionnaire were used. Data were collected from 52 students who took an online course in a university located in Seoul, Korea and were analyzed by multiple regression analysis. As a result, agreeableness negatively predicted achievement, and conscientiousness negatively predicted satisfaction. Extraversion, however, did not predict achievement, self-efficacy did predict achievement and the frequency of interactions (sending and receiving relationship-oriented messages, sending task-oriented messages). The frequency of interaction mediates self-efficacy and achievement. Self-efficacy did predict satisfaction as well, but the frequency of interaction did not mediate self-efficacy and satisfaction. These results showed that learners`traits and interactions influence WBCL outcomes. In conclusion, this study suggests that the WBCL system should be designed to accommodate different personality and motivational traits to promote greater interaction between learners.

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