스캐폴딩 기반 온라인 협력학습 환경에서 예비교사의 사회적 실재감이 학습성과에 미치는 영향

Abstract

Objectives The purpose of this study is to explore the relationship between social presence, learning engagement, and learning outcomes of pre-service teachers’ in scaffolding-based online collaborative learning environments( hereinafter referred to as OCLEs), and to verify the mediating effects of learning engagement in the relationship between social presence and learning outcomes.
 Methods For this purpose, this study conducted scaffolding-based online collaborative learning with 68 preservice teachers who took Educational Technology-related courses in a 4-year university A, Busan Metropolitan city. And then, this study surveyed social presence and learning engagement, and evaluated learning outcomes. The collected data was analyzed by conducting the hierarchical regression analysis of Baron and Kenny (1986) and the Sobel Test (1982).
 Results The main results of this study were as follows. First, In a scaffolding-based OCLEs, the relationship between the remaining variables showed a positive correlation with each other, except for the correlation between ‘affective connectedness’, ‘sense of community’, ‘emotional engagement’ and ‘learning outcomes’. Second, Pre-service teachers' ‘learning engagement’ was found to completely mediate the relationship between ‘social presence’ and learning outcomes’ in scaffolding-based OCLEs. Third, Pre-service teachers' ‘cognitive engagement’ and ‘behavioral engagement’ were found to completely mediate the relationship between ‘open communication’, ‘mutual support and empathy’ and ‘learning outcomes’ in scaffolding-based OCLEs.
 Conclusions It is meaningful in that it provided empirical grounds and basic data for scaffolding-based OCLEs design and class design that can be used in pre-service teachers’ education.