웹기반 프로젝트 학습에서 협력방법에 대한 성찰형태가 상호작용과 학업성취에 미치는 영향 : The Effects of the Reflective Form about the Collaborative Method on the Academic Achievement and Interaction in Web-Based Project-Based Learning

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서울대학교 사범대학
사대논총, Vol.70, pp. 35-68
The collaborative activity becomes the core studying activity, which judges success and failure of teaching. The Web-based study must provide a chance for learners to hold communication with themselves about the collaborative method considering a Web environment. However, the existing Web-based study is mostly covered with only a short explanation or a few examples from a professor without self-reflection on the collaborative method. This study analyzed the exchanged messages between learners in order to examine the effects of reflective form in the collaborative methods on the standard interaction between learners. Also, this was examined on the portfolios that was produced by our team and knowledge on environment, to investigate the effects on the study accomplishment. As a result for the reflective form in the collaborative method to have an effect on the standard interaction between the learners reaction through message analysis, there was no significant difference between preparation of an reflective journal and the presentation form of examples. For the case of preparation of an reflective journal, metacognitive messages were relatively shown, and for a case of presenting the collaborative examples, interactive and cognitive messages were shown. In other words, preparation of an reflective journal gave an effect on the betterment of the learners. metacognition; however, it was concluded that it did not produce a significant effect. As a result for the reflective form in the collaborative method to give an effect on the accomplishment of schoolwork, there was a significant difference statistically in the average mark between the group that the reflective journal was applied and the group presented with an example. It was predicted that the ability in self-control was improved through drawing up the reflective journal and so the reaction got active. Thus, it was concluded that such interaction was very effective for the part-shares of each learner, the sense of responsibility, and the motive of participation. The details on the effects of the reflective form in the collaborative method on the standard of interaction of learners and the academic achievement were shown in this study. However, due to the circumstance that could not control the interaction of coming and going projects off-line, additional study on the reflective form in this environment should be continued.
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College of Education (사범대학)Center for Educational Research (교육종합연구원)교육연구와 실천Journal of the College of Education (師大論叢) vol.70 (2006)
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