S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.62/63 (2001)
WBI에서 대인간 상호작용에 영향을 미치는 요인 탐색 : A Review on the Variables and Factors for Facilitating Inter-Personal Interaction in Web-Based Instruction
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.63, pp. 23-45
- One of the valuable functions of Web-Based Instruction(WBI is that it provides with inter-personal interactive learning environment. However, web serves only as a tool offering opportunity to interact, and it doesn't guarantee the interaction. Therefore, a variety of strategies promoting the interaction should be used to enhance the effect of Web-Based Instruction. To do this, we should check first what kinds of factors influence the inter-personal interaction. We intend, in this research, to arrange comprehensively factors influencing the inter-personal interaction by researching and analyzing studies related to the interaction and categorizing related factors. As a result of the research, we have found factors related to the interaction in such various areas as learner characteristics, instruction planning and structuring, instruction conducting, learning environment, and so on. When categorized, these factors can be classified into those related to learners, teachers' instruction conducting, and learning environment. The detailed categories are assorted as follows: Learner factors are classified into two categories such as the cognitive and emotional aspect; teachers' instruction conducting factors into two categories in the instruction structuring and instruction conducting aspect; learning environment factors into two categories such as computer-related environment and connecting environment. These categories cover all the various instruction phenomena in Web-Based Instruction. The specific results of the research and their interpretation are as follows. First, factors related with the interaction in WBI are so various and wide-ranged that they include all of the diverse variables which are dealt with in teaching-learning theories. This result seems to come from the fact that an instruction by itself is carried out through the interaction. Hence, it is difficult to consider all the factors influencing the interaction in the real instruction; researches are needed that check which are more important than others in factors related to the interaction and which can be come true. Second, the critical factors influencing the interaction according to each category are as follows. As learner related factors, there are prerequisite knowledge, character, motivation, individual need of learners. Teacher related factors include the use of cooperative learning strategy, the use of face-to-face instruction, discussion topic, teacher' s feedback, teacher s modeling, and teachers participation. And environment related factors are the level network equipment, and the number and arrangement of computers. Plenty of factors have been proved to influence the
interaction in the research, but up to now there haven't been enough experiment studies which treat the factors influencing the interaction directly. Thus, it is necessary to check factors influencing the interaction in Web-Based Instruction by researching directly factors related with the interaction. Third, as a result, many factors specially in instruction structuring and conducting aspect are proved to influence the interaction. This result shows that teachers' roles still have a decisive influence on the promoting of the interaction, although they regard learners' study as important and teachers' roles have turned from deliverers of content to promotors of study in Web-Based Instruction Finally, factors facilitating the interaction are categorized into learner characteristics, instruction structuring, instruction conducting, and learning environment. This categorization is made on the basis of the real situation where Web-Based Instruction is performed; thus it has actual usefulness. But, the categorization may have some problems in that it is not based on theoretical analysis. Thus, categories are needed to be altered and validated on the basis of teaching-learning theories.