The Effects of Completion Level of Learning Task and Self-Explanation Strategies on Collaboration Load and Collaboration Outcomes in Computer-Supported Collaborative Learning

??? ????????? CSCL?????? ???????????? ????????? ?????? ????????? ???????????? ???????????? ?????? ??????????????? ???????????? ??? ????????????????????? ????????? ????????? ???????????? ?????? ???????????? ??????. ?????? ?????? ???????????? ????????? ?????? ????????? WOE??? ????????? ????????? ?????? ???, ?????? ??????????????????, ???????????? ???????????? ?????? ?????? ????????? ??????????????? ???????????? ??????????????? ???????????? ??????, ???????????? ???????????? ????????? ??????????????? ????????? ???????????? ???????????? ???????????????. ??? ????????? ??????????????? 14??????????????? ??? 56?????? ???????????? ????????? ???????????????. ??????????????? ?????????, ??????????????? 7??? ???????????? ??? ????????? ????????? ?????? ??????????????? ???????????? ???????????? ?????? ?????? ?????? ??? ????????? ????????? ????????????. ?????? ?????? ???????????? ???????????? ????????? ??????????????? ???????????? ?????? ??????????????? ???????????? ??????????????? ????????? ???????????? ???????????? ????????? ?????? ?????? ????????? ????????? ??????????????? ????????? ?????? ??? ????????? ???????????? ????????? ??? ?????????. ????????????????????? ????????? ??????, ?????? ??????????????? ???????????? ????????? ?????? ????????? ?????? ?????? ??? ????????? ????????? ????????????. ?????? ?????????????????? ?????? ????????? ?????? ???????????? ?????? ???????????? ?????? ??? ?????? ????????? ??????????????? WOE??? ?????? ???????????? ?????? ?????? ???????????????????????? ??? ?????? ???????????? ????????? ??? ????????? ?????? ????????????.The purpose of this study was to investigate the effects of completion level of learning task and self-explanation strategies on collaboration load and collaboration outcomes in CSCL. This study assumed that the higher completion level of the learning task is, the more effectively it would further control extraneous collaboration load and thereby positively impact on team performance. In addition, it aimed to examine that coercing self-explanation activities in accordance with predefined processes would reduce extraneous collaboration load and improve collaboration outcome. Participants drawn from a pool of 56 undergraduate students sampled for the study. They were randomly assigned into one of four groups. According to the findings, the script with structured self-explanation activities group invested significantly lower mental effort than script with ill-structured self-explanation activities group in the collaborative learning process. Thus, regardless of completion level of learning task, the script with structured self-explanation activities is thought to play a significant roles to help learners optimize collaboration load. Regarding the collaboration outcome, the completion level ‘high’ of learning task showed positive effects on joint outcome. Based on these findings, it was concluded that presenting learners with completion task where many parts were eliminated prior to problem solving increase the quality of joint outcome