| A Study on Interaction Pattern, Learning Attitude, Task Performance by Meta-cognitive Level in Web-Based Learning |
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Lee, Sun-Ock;Suh, Min-Hee; |
1Departmentof Nursing, Korea National Open University
2Research Institute of Nursing Science, Seoul National University |
| 웹 기반 학습자의 메타인지수준별 학습활동분석 -간호학 대학원 학생을 중심으로- |
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이선옥, 서민희 |
1한국방송통신대학교 간호학과
2서울대학교 간호과학연구소 |
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| Abstract |
Purpose
Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities. |
| Key Words:
Nursing education, Distance learning, Meta-cognition, Group processes, Task performance |
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