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본 연구는 전문대학 학습자의 사이버교육 기반 토론학습(Cyber Education Based Argumentation Learning)에서 토론학습자간의 사회연결망 결속 중 포괄성(inclusiveness)과 중심성(centrality) 그리고 집단 구성 방식이 토론성과와 만족도에 어떠한 영향을 미치는지를 실증적으로 분석하였다. 포괄성이 높을수록 토론성과가 높은 것으로 나타났고, 집단 구성원들 간에 중심성이 높을수록 토론성과가 높았다. 만족도의 경우 포괄성이 높을수록 만족도가 높았고, 중심성이 높은 집단이 만족도가 높았다. 특히 중심성이 높은 경우 만족도에서 상호작용효과가 나타났다. 그러나 집단 구성 방식에 따른 토론성과에서는 낯설은 동료로 이루어진 집단이 오히려 토론성과가 높았으며, 만족도에서는 유의미한 차이가 나타나지 않았다.


The purpose of this research is to analyze the effects of social network among learners and grouping on outcome of argumentation and satisfaction degree of learners' network in web based argumentation learning in cyber education based argumentation learning in junior colleges. First, The result of experiment showed that learner's social network was statistically significant when inclusiveness of learners' interaction was differentiated. Second, The result of experiment showed that the satisfaction degree of learners' argumentation was statistically significant high when inclusiveness of learners' interaction was high. Third, According to the results of experiment, the grouping of learners' argumentation learning was statistically significant when group consisted of not familiar learners was gotten on outcome of argumentation. However, the grouping of learners' argumentation learning was statistically significant when group consisted of not familiar learners was gotten on satisfaction degree of learners' argumentation.