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Educational Effects and Learners' Experiences during Collaborative Learning

협력학습의 교육적 효과 및 학습자들의 수업 경험

  • Lee, Soon-Deok (Department of Elementary Special Education, Nambu University)
  • 이순덕 (남부대학교 초등특수교육과)
  • Received : 2015.12.23
  • Accepted : 2016.04.07
  • Published : 2016.04.30

Abstract

The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data were collected from 44 students at N university who participated in collaborative learning for 7 weeks. The results were as follows: First, collaborative learning had significant effects on the higher group of collaborative tendencies on academic achievements. Second, collaborative learning had no significant effects on their epistemological beliefs, the higher group of collaborative tendencies and the lower beliefs involving simple knowledge and tentative knowing. Finally, learners amassed cognitive, emotional, and motivational experience during collaborative learning. We suggest that the for the effective implementation of collaborative learning.

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