협력학습에서 학습자의 자기조절과 협력적 자기조절의 관계: 집단 응집성의 조절효과를 중심으로

임규연; 박하나; 김시원

서지반출

국문초록

본 연구는 협력학습 상황에서 자기조절과 협력적 자기조절 간의 관계를 실증적으로 분석하고, 집단 응집성이 그 과정에서 조절변수로서의 역할을 수행하는지 알아보고자 하였다. 협력적 자기조절은 다른 사람들과의 상호작용 과정 속에서 개인의 자기조절이 어떻게 변화하고 정교화 되는지 설명하기 위한 개념으로, 개인의 자기조절 스킬을 집단 맥락으로 전환하는 과정으로 정의된다. 이는 상대적으로 최근에 조명을 받고 있는 구인으로서, 본 연구를 통해 협력적 자기조절에 대한 이해를 확장하고 협력학습 환경 설계에 대한 시사점을 제공하는 것이 연구의 목적이다. 이를 위해 대학생 61명을 대상으로 소집단 협력 프로젝트를 진행하고 관련 설문을 통해 자료를 수집한 후 위계적 회귀분석을 실시하였다. 연구 결과, 첫째, 학습자의 자기조절은 협력적 자기조절을 예측하는 것으로 나타났다. 둘째, 사회적 응집성은 학습자의 자기조절과 협력적 자기조절 간의 관계를 조절하지 않는 것으로 나타났다. 셋째, 과업 응집성은 학습자의 자기조절과 협력적 자기조절 간의 관계를 조절하는 것으로 나타났다. 즉, 협력에 있어서 집단의 구성원보다는 과업에 대한 긍정적 몰입이 중요한 역할을 하므로, 학습자에게 의미 있는 과업을 제시하고 그에 대한 집단의 목표를 세울 수 있도록 지원하는 교수자의 역할이 중요하다는 시사점을 제공한다.

영문초록

This study analyzed the moderating effect of group cohesiveness on the relationship between self regulation and co-regulation in a collaborative learning environment. Seventy three college students participated in a small group based collaborative project, and the data from sixty one were used for hierarchical regression analysis. The results reported that self regulation predicted co-regulation, and task cohesiveness moderated the relationship between self regulation and co-regulation, while social cohesiveness did not. This study investigated a relatively new construct, co-regulation, in a collaborative learning context, and reported the importance of group cohesiveness to strengthen the relationship between self-regulation and co-regulation. Also, this study suggested the significant role of instructors who should facilitate group cohesiveness in terms of task by providing meaningful collaborative tasks as well as opportunities to establish shared goals and procedures within teams.

키워드

협력학습 자기조절 집단 응집성 협력적 자기조절 collaborative learning self regulation co-regulation group cohesiveness

참고문헌 (42건)

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