공과대학 신입생의 동시적 온라인 글쓰기 수업에서 스캐폴딩이 쓰기 불안과 미디어 리터러시에 미치는 영향

• 영문명: Effects of Scaffolding on Writing Apprehension and Media Literacy in Engineering Freshmen’s Synchronous Online Writing Course
• 발행기관: 한국공학교육학회
• 저자명: 황순희(Hwang, Soonhee)
• 간행물 정보: 『공학교육연구』제25권 제1호, 33~45쪽, 전체 13쪽
• 주제분류: 공학 > 기타공학
• 파일형태: PDF
• 발행일자: 2022.01.30

영문 초록

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen’s synchronous online writing course, and the relationships between the two variables. ‘Scaffolding’ is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension’s reduction and self-expression’s improvement through the scaffolding provided in writing class. Secondly, writing apprehension’s reduction and self-expression’s improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension’s reduction as well as media literacy’s enhancement.

목차

I. 서론

II. 이론적 배경과 선행 연구

III. 연구 방법

IV. 연구 결과

V. 논의 및 결론

참고문헌

키워드

Engineering freshmen Scaffolding Writing course Writing apprehension Media literarcy