The Effects of Scaffolding Types in Wiki-based Collaborative Learning on Creativity

위키 기반 협력학습에서 스캐폴딩 유형이 창의성에 미치는 영향

  • Received : 2018.11.20
  • Accepted : 2019.01.28
  • Published : 2019.02.28


This study aimed to investigate the effects of scaffolding on creativity in Wiki-based collaborative learning. Wiki-based collaborative learning was implemented over three sessions among 67 sixth graders in an elementary school, and subjects were divided into three groups: Group 1 had a teachers' scaffolding and self-questioning script; Group 2 had a teachers' scaffolding; and Group 3, the control group, had no scaffolding. Results showed a significant difference in creativity among the groups with different types of scaffolding(Wilks' Lambda=.238, F=8.678, p < .001). Group 1, had significantly higher performance compared to the Group in creativity. However, when self-questoning script and a teachers' scaffolding were offered, self-scaffolding was not found to have a significant effect on learners' Originality of creativity. Group 2 showed higher performance in Originality of creativity when only a teachers' scaffolding was offered in the collaborative learning. The results of this study suggest that teachers' scaffolding and self-scaffolding have positive effects on creativity, but the need for a differentiated self-scaffolding strategy to identify the factors that influence creativity in wiki-based collaborative learning.

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그림 2. 구글 문서 작성 화면

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그림 3. 메타인지적 자기 질문 스크립트

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그림 4. 세 집단별 창의성 사전-사후 효과

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그림 5. 실험집단 1의 6모둠 협력적 글쓰기 완성본

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그림 6. 실험집단 2의 6모둠 협력적 글쓰기 완성본

표 1. 집단 분포

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표 2. 회기별 구성 내용

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표 3. 실험집단1의 협력학습 및 스캐폴딩 내용

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표 4. 실험집단별 처치 내용

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표 5. 글쓰기 평가기준

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표 6. 실험처치에 따른 창의성의 차이에 대한 다변량분산분석결과

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