실시간 온라인 하브루타 토론이 자기조절학습능력에 미치는 영향

Abstract

Objectives This study verified the effect of real-time online Havruta discussion on self-regulated learning ability by designing a program that is applied to Havruta by structuring sympathetic questions.
 Methods 25 pre-service teachers in K University in Seoul were randomly selected for experiment. As for the self-regulation ability measurement tool, Il-Seon Choi and Yoon-Joo Cho (2010) adapted and modified it and used it after confirming the validity of the expert's content, and analyzed the sample through a pre- and post-test of the resident group. Differences in pre-post scores between experimental groups were analyzed by t-test. Subcomponents of self-regulated learning ability that were verified included implicit goal orientation, intrinsic value, metacognition, and cognitive strategy. The experiment consisted of a total of 12 sessions: two sessions of Habuta theory, one session of pre-test, eight sessions of experimental treatment, and one session of post-test. The empathic questioning consisted of perspective understanding questioning, imaginative questioning, interest questioning, and sympathetic questioning.
 Results Real-time online Havruta discussions based on empathetic interrogation showed significant differences in self-efficacy, intrinsic goal orientation, intrinsic value, upper cognitive, and cognitive strategies, which are sub- elements of self-regulated learning ability.
 Conclusions This study is meaningful in that it presented a specific strategy to conduct effective and in-depth discussions in a real-time online education environment and specific alternatives to improve self-regulated learning ability, which is significantly required in online learning environment.