JOURNAL BROWSE
Search
Advanced SearchSearch Tips
A study about the convergent effects of team interaction and team metacognition affecting a continuous participation in learning community of university
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
  • Journal title : Journal of Digital Convergence
  • Volume 14, Issue 4,  2016, pp.69-78
  • Publisher : The Society of Digital Policy and Management
  • DOI : 10.14400/JDC.2016.14.4.69
 Title & Authors
A study about the convergent effects of team interaction and team metacognition affecting a continuous participation in learning community of university
Roh, Hye-Lan; Choi, Mi-Na;
  PDF(new window)
 Abstract
The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.
 Keywords
Team metacognition;Team interaction;Continuous participation;Learning community;Logistic regression;
 Language
Korean
 Cited by
 References
1.
Yeom, M. H., Kim, H. J., "Understanding and Promoting Center for Teaching & Learning in Universities.", Korean Journal of educational research, Vol. 46, No. 3, pp. 219-248, 2008.

2.
Korean Association of Center for Teaching and Learning, "The result of CTL's present-condition investigation for sharing of CTL information", the report of KACTL, 2015.

3.
Lee, E. C., "A Study on the Development of Support Strategies by Investigating Factors for Study Group Activities in Universities", The Journal of Yeolin Education, Vol. 21, No. 4, pp. 351-374, 2013.

4.
Miller, R., "Creating Learning Communities: Models, Resources, and New Ways of Thinking About Teaching and Learning. Brandon", VT. The Foundation for Educational Renewal, Inc, 2000.

5.
Choi, M. N., Yoo, Y. M., "A case study on the Developmental Processes of CoP(Communities of Practice) as a Strategy for Creating and Sharing Knowledge", The Journal of Educational Information and Media, Vol. 9, No. 4, pp. 177-208, 2003.

6.
Na, S. I., Kim, J. W., Lee, K. Y., Ma, S. J., "Strategies for Establishing the Learning Community of Junior College", Journal of vocational education, Vol. 21, No. 2, pp. 19-44, 2002.

7.
Kim, K. H., "A Study on Effects of the Collective Efficacy and Self-directed Learning Ability on Learning Satisfaction among Learning Communities Participating University Students", Korean journal of youth studies, Vol. 20, No. 12, pp. 315-335, 2013.

8.
Park, W. W., Paik, Y. J., "Negative effect of group-efficacy on group performance", Journal of korean academic society business administration, Vol. 35, No. 5, pp. 1427-1448, 2007.

9.
Jang, J. S., "The effects of metacognition supporting tool as computer supported collaborative learning scripts on metacognition and performance of team", An unpublished master's thesis. Hanyang University, 2010.

10.
Rho, H. R., Choi, M. N., "A Study on Predicting factors for Team-Metacognition Affecting Experience and Perception of Success in Learning community", Korean Journal of the Learning Sciences, Vol. 7, No. 3, pp. 77-94, 2013

11.
Kim, E. J., "Verification of effects on a collaborative metacognition embedded in cooperative learning in computer studies", An unpublished Master's thesis. Korea National University of Education University , 2008.

12.
Kwon, S. H., Park, K. A., "The Effects of the Collaborative Metacognition Support on the Task Performance of Group and Learning Attitude in Computer Supported Collaborative Learning", The Journal of Educational Information and Media, Vol. 10, No. 2, pp. 193-219, 2004.

13.
Park, H. N., "The mediating effects of co-regulation on the relation between self-regulation, group cohesiveness and achievement", An unpublished Master's thesis. Ewha womans University, 2015.

14.
Saab, N., "Team regulation, regulation of social activities or co-regulation: different labels for effective regulation of learning in CSCL. Meta cognition and Learning", DOI:10.1007/s11409-011-9085-5, 2012. crossref(new window)

15.
MaCarthy, A., Caravan, T., "Team Learning and Metacognition: Moving towards a collective unit of analysis", DOI: http://www.ufhrd.co.uk/wordpress/wp-content/uplo ads/2008/06/801-team-learning-and-metacognition _mccarthy.pdf, 2008.

16.
Mevarech, Z. R., "Effects of metacognitive training embedded in cooperative settings on mathematical problem solving", The Journal of Educational Research, Vol. 92, No.(4), pp. 195-205, 1997.

17.
Kim, E. Y., Kim, A. R., "A study on the educational meaning of learning community activities in college students: Focused on continuous participants of the Study group program", Journal of Learner-Centered Curriculum and Instruction, Vol. 13, No. 5, pp. 91-119, 2013.

18.
Park, S. H., "The Effectiveness of Learning Community for the Development of Convergence of University Students", Journal of Digital Convergence, Vol. 13, No. 9, pp. 29-37, 2015.

19.
Berge, Z., "Interaction in post-secondary web-based learning", Educational Technology, Vol. 39, No, 1, pp. 5-11, 1999.

20.
Kim, Y. S., Kim, Y. H., Jung, Y. H., "The Effect of Levels of Learner Self-Direction on the Interaction and Satisfaction in the Web-Based Discussion Learning", Educational Technology International, Vol. 2, No. 1, pp. 174-182, 2000.

21.
Hornbeck, D. W., "Technology and student at risk of school failure. Education Policy and Telecommunication Technologies", (ERIC Document Reproduction Service No. ED 327175), 1990.

22.
Hart, K. A., "Teaching thinking in college: Accent on improving college teaching and learning(NCRIPTAL)", MI: School of Education Building, The University of Michigan. (ERIC Document Reproduction Service No. ED 332613), 1990.

23.
May, S., "Collaborative learning: More is not necessarily better", The American Journal of Distance Education, Vol. 7, No, 3, pp. 39-50, 1993. crossref(new window)

24.
Shin, N. M., "Introduce of Distance Education", Seoul: Seohyunsa, 2007.

25.
Volet, S. Summers, M., Thurman, J., "High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?", Learning and Instruction, Vol. 19, No. 2, pp. 128-143, 2009. crossref(new window)

26.
Kwon, E. M., "The Correlation among Team Efficacy, Interpersonal Understanding, Proactivity in Problem Solving and Team Performance", An unpublished master's thesis. Ewha womans University, 2010.

27.
Gama, C., "Metacognition in interactive learning environments: the reflection assistant model", In J. C. Lester, R. M. Vicario, F. Paraguacu (Eds.) Proceedings 7th International Conference on Intelligent Tutoring Systems, ITS 2004 (pp. 668-677). Berlin: Springer. DOI: http://www.ufhrd.co.uk/wordpress/wp-content/uploads/2008/06/801-team-learning-and-metacognition_mccarthy.pdf, 2005.

28.
Iiskala, T., Vauras M., Lehtinen, E., "Socially-shared metacognition in peer learning?", Hellenic Journal of Psychology, Vol. 1, pp. 147-178, 2004.

29.
Kang, M. H., Song, Y. H., Park. S. H., "Relationships among Metacognition, Flow, Interactions and Problem Solving Ability in Web-based Problem Based Learning", Journal of Research of Curriculum and Instruction, Vol. 12, No. 2, pp. 293-315, 2008.

30.
Wen, H., "The effects of task structure on group process and quality of group product in a cooperative project-based learning environment", An unpublished Doctoral dissertation. The Florida State University, 1998.

31.
Won, Y. M., "A Study on Causes and modification of the Pseudo-Conceptual and the Pseudo-Analytical thought ProcessesinMathematicalLearning", An unpublished master's thesis. Ewha womans University, 2007.

32.
Lee, N. J., Back, S. H., "The Effects of Scientific Program for Gifted Elementary Students using Metacognition on Learning-flow and Lingual Interaction", Journal of Korean Elementary Science Education, Vol. 32, No. 4, pp. 415-422, 2013.

33.
Lee, J. M., Yoon, S. H., Roo, H. S., "Identifying Predictability of Team Efficacy, Metacognition on PBL(Problem-Based Learning) Outcomes", Asian journal of education, Vol. 13, No. 1, pp. 105-123, 2012. crossref(new window)

34.
Park, K. A., "The Effects of the collaborative metacognition support on the task performance of group and learning attitude in computer supported collaborative learning", An unpublished master's thesis. Hanyang University, 2002

35.
Kang, M. H., Um, S. Y., Lee, J. M., "The effect of learner's traits and interactions on web-based collaborative learning outcomes", Journal of Educational Technology, Vol. 26, No. 3, pp. 53-79, 2010.