인지구조의 변화가 아닌 변형과 같은 고차원적인 학습은 단순한 학습전략이 아닌 성찰과 같은 특별한 학습전략을 필요로 한다. 하지만 지금까지 성찰은 개별적 관점에서만 연구가 되어 왔지 협력적 성찰 차원에서는 연구가 거의 전무한 상태이다. 또한 웹을 활용한 학습 환경은 비실시간 의사소통이나 문자중심의 의사소통의 특성을 고려해 볼 때 성찰을 위한 효과적인 학습 환경을 제공해 준다. 따라서 본 연구에서는 첫째, 협력적 성찰이 개인적 성찰 전략 보다 학습자의 인지적 구조 변형과 간주관성의 형성에 효과적인가? 둘째, 웹 기반 학습 환경이 면대면 학습 환경보다 협력적 성찰을 도와 학습자들의 인지구조 변형과 간주관성 형성에 효과적인가를 검증해 보았다. 결과는 협력적 성찰 전략이 개별적 성찰 전략보다 학습자들의 인지구조의 변형과 간주관성의 형성에 효과적이었으며 웹 기반 학습 환경이 면대면 학습 환경 보다 인지구조의 변형과 간주관성의 형성에 효과적임을 보여 주었다.

This study examined the effects of learning strategies(individual and collaborative reflection) and learning environments(web-based and F2F) on cognitive structures and intersubjectivity. Ninety-nine undergraduate students enrolled in J university were assigned randomly to four treatment groups. A 2X2 Factorial design were used for the data analysis. The learning task of the subjects was to complete a concept map. The subjects in a collaborative reflection team were reflected on each member`s concept map and produce a shared concept map as a result of learning activity. The subjects in a individual reflection team were reflected on oneself`s concept map and produce a individual concept map as a result of learning activity. The teams were provided with homepage and online conference room for each team in a web-based learning environment. Cognitive structures were measured by a concept map. Each student individually constructed two concept maps: one before and one after reflection activity using the same 10 concepts. These two concept maps made by each individual were compared to identify the changes in the individual`s cognitive structures. Intersubjectivity was also measured by a concept map. The results indicated significant effects of learning strategies(individual and collaborative reflection) and learning environments(web-based and F2F) on cognitive structures and intersubjectivity. The collaborative reflection strategies were more effective than individual reflection strategies in cognitive structure and intersubjectivity. The web-based learning environment was more effective than f2f learning environment in cognitive structure and intersubjectivity.