대학 온라인 팀 학습에서 자기평가와 동료평가의 일치유형이 팀 효과성에 미치는 영향

Abstract

Objectives This study aimed to examine the effect of the types of agreement of self-evaluation and peer evaluation on team effectiveness in the contribution evaluation for team learning. Methods To this end, a study was conducted focusing on the online team learning environment for 16 weeks on 173 college students belonging to the same four essential liberal arts classes of C University in Seoul. Groups were classified according to the types of agreement, the independent variable of the study, resultantly into four groups : agreement group in good score, over-estimator, under-estimator, and agreement group in bad score. Team effectiveness, the dependent variable of the study, was measured at week 16 through sub-constructs of team effectiveness (team performance, team commitment, team satisfaction). Results A significantly higher difference was found in all sub-constructs of team effectiveness than other groups between the ‘agreement group in good score’ and the ‘under-estimator’. On the other hand, the ‘agreement group in bad score’ and the ‘over-estimator’ showed low scores in all sub-constructs of team effectiveness. Conclusions In conclusion, the necessity of customized strategies of instruction was suggested and discussed according to the types of agreement of self-evaluation and peer evaluation to help instructors lead efficient team activities in team classes.