비구조적 과제 수행 증진 지원 동료 피드백 유형 분석 및 활용 전략 개발 = Identifying types of peer feedback improving learners’ ill-structured task performance & Developing their instructional strategies

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify types of peer feedback that may improve learners’ ill-structured task performance and to develop instructional strategies to use them effectively in peer feedback situation. For the purpose this study incorporated a design-based research in two consecutive semester in phase 1 and 2, respectively. In phase 1, this study found that two types of peer feedback(indicating problems & suggesting solutions) have positive influence on improvement of ill-structured task performance. On the contrary, social message have negative influence on improvement of ill-structured task performance. In Phase 2, instructional strategies for effective use of peer feedback were developed through iterative process of revise and reimplementation. As the results of the iterative process, this study developed a few specific instructional strategies such as using explicit guidance of peer feedback type, visualization and localization peer feedback, and general feedback criteria. Finally, the researcher discussed significance and limitation of this study from the perspectives of design-based research.

국문 초록 (Abstract)

본 연구는 비구조적 과제 수행에 영향을 주는 피드백 유형은 어떤 것인지 파악하고, 그것을 어떤 식으로 활용해야하는지에 대한 구체적 활용 전략을 도출하는 것을 그 목적으로 한다. 이러한 목적을 위하여 본 연구는 연구 환경의 맥락성을 중시하는 설계기반 연구를 바탕으로 두 학기 동안 실제 비구조적 과제 수행 현장에서 자료를 수집하고, 그 결과를 정리하여 재적용하는 순환적 연구를 수행하였다. 연구 1에서는 비구조적 과제 수행 증진에 긍정적 영향을 주는 동료 피드백 유형은 문제점 지적과 해결책 제시이고 부정적 영향을 주는 유형으로는 주로 사회적 담화를 담은 기타 유형임을 밝혀내었다. 연구 2에서는 이러한 피드백 유형에 대한 명확한 안내의 제공과 활용 규칙 설정, 피드백 유형의 시각화 및 지역화를 통한 비구조적 과제 수행 증진과의 연계 강화, 오류 피드백 감소를 위한 전체적 수준의 피드백 준거 사용 등이 구체적인 활용전략으로 도출되었다. 연구의 마무리에서는 본 연구의 결과가 설계기반연구의 결과로서 갖는 의미와 한계점을 논의하였다.

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