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Exploring for Impact of Learning Strategies on Participation Level in Online Collaborative Learning Process

온라인 협력학습 과정의 참여 수준에 대한 학습전략의 영향 탐색

  • Received : 2018.03.30
  • Accepted : 2018.05.10
  • Published : 2018.06.28

Abstract

This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

Keywords

Online Collaborative Learning;Interaction;Online Collaborative Learning Process;Learning Strategies;Level of Participation

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