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제12권 2호 (2011년)
작성자 관리자 등록일 2014-04-29 16:11:41 조회수 5,912
 The Effects of Motivational Scaffolding on the Learning Process and Outcome in CSCL: Based on the Flow Theory

Hyojung JUNG(Korea National Open University)
Jaewon JUNG(Hanyang University)
Dongsik KIM(Hanyang University)

Korea National Open University Hanyang University Hanyang University Korea This study intends to examine the effects of motivational scaffolding in Computer-Supported Collaborative Learning (CSCL). This study was focused on the following two questions. Do motivational scaffolding lead to positive effects on the process in CSCL? Do motivational scaffolding lead to positive effects on the outcome in CSCL? In order to identify strategies for motivational scaffolding, we reviewed the “Flow Theory.” Based on literature reviews, principles and strategies were drawn for the motivational scaffolding. An experimental study was conducted in order to investigate the effects of motivational scaffolding on process and outcome. In this study, 87 undergraduate students were divided into two different groups (control group, experimental group). Motivational scaffolding was provided to experimental group. The process was analyzed by examining learners’ satisfaction in process. The outcome was analyzed by examining learners’ satisfaction in product, group coherence, and quality of product. The difference between the two groups was statistically significant. From these results, we concluded that motivational scaffolding led to positive effects on process and outcome in CSCL environment.

Keywords : Computer-supported collaborative learning, Flow theory, Motivational scaffolding

A Preliminary Analysis of Observing Classroom Inquiry on a Web-based Discussion Board System

Soo-Young LEE (Seoul Nat'l University of Educatione)
Youngmin LEE(Sookmyung Women's University)

Korea The purpose of the study was to identify the characteristics of classroom inquiry features exhibited on a web-based discussion board, which is called the Message Board. Approximately 4,000 students from 80 schools with 60 on-line scientists were participated in the study. During the study, a total of 639 messages in the selected cluster and several patterns were identified and analyzed. Three main features of the classroom inquiry were analyzed in terms of: 1) learner gives priority to evidence in responding to questions; 2) learner formulates explanations from evidence; 3) learner communicates and justifies explanations. The results are as follow. First, once learners identified and understood the questions posed by the curriculum, they needed to collect evidence or information in responding to the questions. Depending on the question that students were given, types of evidence/data students needed to collect and how to collect the data could vary. Second, students’ formulated descriptions, explanations, and predictions after summarizing evidence were observed on the Message Board. However, the extent to which students summarized evidence for descriptions, explanations, and predictions varied. In addition, students were able to make a better use of evidence over time when they formulate descriptions and explanations. Third, the Message Board was designed to allow the great amount of learner self-direction. Classroom teachers and on-line scientists played an important role in providing guidance in developing inquiry. At the same time, development of content understanding also contributed to inquiry development.

Keywords : Classroom inquiry, Web-based discussion, Scientific discourse

Proposing Evaluation Procedures for Blended Instruction

Eunjoo OH (Kyungil University)

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students’ technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students’ opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students’ perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students’ satisfaction with the course..

Keywords : Blended instruction, Evaluation approaches, Instructional delivery format

Integration of Computerized Feedback to Improve Interactive Use of Written Feedback in English Writing Class

Jaeho CHOI (Handong Global University)

How can an automated essay scoring (AES) program, which provides feedback for essays, be a formative tool for improving ESL writing? In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of a lack of timely and accurate feedback. In this context, AES as a possible solution has been gaining the attention of educators and scholars in ESL/EFL writing education because it can provide consistent and prompt feedback for student writers. This experimental study examined the impact of different types of feedback for a college ESL writing program using the Criterion AES system. The results reveal the positive impact of AES in a college-level ESL course and differences between the teacher’s feedback and the AES feedback. The findings suggest that AES can be effectively integrated into ESL writing instruction as a formative assessment tool.

Keywords : Keywords : Automated essay scoring, Written feedback, ESL/EFL, English writing, Technology integration

Effects of Facebook on Language Learning

Minkyung SUNG (Hanyang University)
Sungho KWON (Hanyang University)

This study examines effects of Facebook on language learning in terms of facilitating interaction and collaboration by applying Facebook in a Korean language class. Forty one exchange students from seventeen countries who participated in the study used Facebook to exchange information and complete group projects. Results show that Facebook was effective in sharing class materials, engaging in class community and collaborating to complete assignments. Students also comment that socializing with peers was helpful, yet more activities and discussion to draw active participation is needed. This study also points out the important role of instructors who implement social media and manage the class.

Keywords : Social media, Language learning, Facebook, Interaction, Collaboration

The College Students’ Satisfaction related to Expectation and Interaction in the Online Counseling Courses

JeongChul HEO (University of Nevada)
Su-Mi HAN (Reno Seoul Cyber University)

Online education is moving forward with more interactive environments due to the availability of new technologies. In addition, many researches have represented that interaction and high motivation are very critical factors in order to improve students’ motivation and teaching effectiveness in online learning and education. Therefore, it is very meaningful for students and educators that motivation and effectiveness are observed by positive expectation and interaction satisfaction in their online counseling courses. For this study, two important instruments are used: Modified Short Forms of Instructional Materials Motivation Survey and Student Evaluation of Online Teaching Effectiveness. Results show that high expected students who are satisfied with interaction indicate higher motivation and evaluation on the online teaching effectiveness than low expected students who are not satisfied with interaction.

Keywords : Online counseling course, Motivation, Teaching effectiveness, Expectation, Interaction satisfaction (IS), Instructional material motivation survey (IMMS), Student evaluation of online teaching effectiveness (SEOTE)
The Future Learning Environment as Perceived by Special Education Preservice Teachers

Insu KIM (Korea National Sport University)

Recently, a wide variety of studies on future learning have appeared owing to rapid advances in information and communication technology (ICT) and increased discussion about core competencies in twenty-first-century learning. These studies, though insufficient in number, cover various fields such as architecture (design of the learning space), education (learning model), and technology (adaptation of mobile devices). However, these studies focus on mainstream students and do not discuss the future situation of inclusive education with regard to both mainstream and students with physical disabilities. Hence, in order to fill this gap, the present study explores the perceptions and ideas held by special education preservice teachers on the future learning space with regard to school design and peer-to-peer feedback. For this purpose, these preservice teachers’ design proposals about future school were collected and analyzed. In conclusion, special education preservice teachers perceive the future learning space as an inclusive environment in which smart technology is incorporated. Future learning environment were categorized in terms of flexible, ubiquitous technology, physical and mental health, safety, and spaces with facilities for students with physical disabilities.

Keywords : Future school, Special education, Learning space, Students with physical disabilities
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