텍스트 기반 개념학습에서 맥락적 정보가 학습 효율성, 개념적용에 미치는 영향과 필기기법과의 상관관계 연구

초록

This study aims to explore the effects of different amount of contextual information in text-based concept learning on two different types of tasks, a definition-identifying task(DIT) and concept application task(CAT), and their correlation with note-taking techniques. 40 undergraduate students were randomly assigned to a treatment condition(low or high contextual information in text). For the DIT, learning achievement and learning time were measured, which was used for measurement of learning efficiency. The main tasks of the CAT were to identify applied instructional design principles in the instructional samples and to suggest additional design rules for improvement. The results show that a significant difference in learning efficiency between two groups was found, primarily due to difference in learning time, which indicates that high contextual information is likely to hinder learners' involvement in solving the DIT. Unlike our hypothesis, however, there was no significant difference in the learning achievement of the CAT. For analysis of note-taking techniques, selective and generative aspects were used as the coding categories. Our result, a correlation of learning efficiency of DIT and learning achievement of CAT, and the usage of note-taking techniques, shows that the experimental group was only correlated with the usage of note-taking techniques in the learning efficiency. This implies that students tend to take an active role in processing high contextual information by using various note-taking techniques.

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