협력학습을 활용한 자기주도학습 모형 개발 연구

Abstract

본 연구는 동료 학습자 및 교수자와 협력학습을 활용하여 학습자가 배움의 횡적 상대성과 종적 상대성을 동시에 추구하는 자기주도학습 모형을 Vygotsky의 발달이론에 기반하여 개발하는 데 목적이 있다. 협력학습을 활용한 자기주도학습의 모형 개발을 위해 모형구축 절차를 구체적으로 다룬 Jones와 Richey의 다중 질적방법 연구를 활용하였다. 질적 연구자료 확보를 위해서 24명의 학생에게 서술형 설문조사를 실시하였고, 협력학습이 이루어지고 있는 현장을 3회 방문하여 참여관찰 하였다. 또한 학습자 6명과 교수자 1명을 상대로 심층면담 방법을 활용하여 심도 있는 자료를 확보하였다. As the need for learner-centered education as a way to educational innovation surfaces,self-directed learning has become a concept easily found in the educational academia and field. Henceforth, the concept has been used, insufficiently understood. Educational experience as an activity with which a learner journeys toward higher level beyond his/her current one finds it a little hard to apply the perspective of excessive relativism to self-directed learning. Self directed learning. should seek after horizontal and vertical relativism at the same time, and be an activity that enlarges a learner’s consciousness. Hence, this study attempted to present a self-directed learning model that uses collaborative learning participated in by both fellow learners and teachers. Self-directed learning is not performed by an isolated individual but is a learning process through making relationships with others. Accordingly, it should be recognized as a learner-led process in his/her educational relationship with teachers as prior developers. Also the model this study presents has its significance in that it overcomes the assignment-centered collaboration learning by understanding the collaborative learning as what’s centered on educational experiences that lay emphasis on personal realization and learning.