집단학습의 이론화 가능성 및 쟁점에 대한 연구

Abstract

As research on collective-level learning has continued to grow in recent years, its significance has become more prominent, necessitating the presentation of a more comprehensive theoretical framework to explicate this form of learning. This study focuses on the potential theorization of collective learning as a comprehensive learning theory that encompasses learning at the collective level. Collective learning frequently lacks precise definitions of concepts and terms, leading to theoretical ambiguity and potential distortions in discussions. To address this, discussions were held to define key concepts such as 'collective' and 'context'. Additionally, considering the strong contextual nature of collective learning, three typologies of collective learning approaches were identified. This served as a foundation to bridge the gaps in discussions and provide reference points for theorization, ultimately yielding the derivation of the concepts and characteristics of collective learning. Subsequently, theoretical controversies pertaining to collective learning were presented to advance discussions and draw out tasks and implications. Key issues in collective learning research, including the question of agency, the possibility of theorizing collective learning processes and methodologies, and the conditions that trigger or influence collective learning, were deliberated upon in addition to the presentation of tasks that need to be addressed through further research. This study on the theorization of collective learning not only contributes to the expansion of lifelong learning research concerning diverse groups but also serves as a learning theory that investigates groups in contemporary society, where collective discussions and actions are increasingly demanded. Thus, It has the potential to offer educational strategies and recommendations.