CSCL에서 내재적 논증 수준과 외현적 스크립트 제시전략이 논증 능력에 미치는 영향

초록

This study is intended to analyze the effectiveness and efficiency of collaboration scripts as a method to facilitate argumentative activities that are mandatory to construct collaborative knowledge in CSCL. To evaluate the influence of internal script as the learner's argumentation level and external script support strategy on argumentation competence, we provided partial, learner-controlled and complete scripts designed for collaborative learning groups peered by argumentation levels, and analyzed single argument skills at individual level and the quality of the argumentative sequences at group level. From the analysis of the effects on individual argumentation skill, we found that internal argumentation level and external script support strategy both resulted in individual argumentation skill improvement. Especially, it proved to be more effective for groups that have higher internal argumentation skill level than the others, and learner-controlled script was most effective from among external script support strategies. From the analysis of the effects on quality of group argumentation, we found that internal argumentation level and external script support strategy both failed to have any influence on the quality of group argumentation. However, when we compared averages of each group, those that have higher internal argumentation level showed consistently higher averages of partial scripts from among external script support strategies. As a conclusion, collaboration scripts in CSCL should be designed not as a one-sized script that fits into all circumstances but in flexible structures that can be modified according to the learners' internal argumentation levels and learning environments. As follow-on studies, I would like to suggest an in-depth study into components of collaboration scripts that can facilitate learners who have low internal argumentation level, or a long-term study for effects of collaboration scripts at group level.

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