• Title, Summary, Keyword: 협력학습

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The Effects of team centralization on shared mental model, satisfaction, and achievement in a web-based collaborative learning (웹기반 협력학습에서 상호작용의 중심화 정도가 팀원의 공유정신모형, 만족도, 성취도에 미치는 영향)

  • LIM, Kyu Yon;KIM, Ye Jin;KIM, Hee Joon
    • The Journal of Korean Association of Computer Education
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    • v.18 no.4
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    • pp.41-53
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    • 2015
  • The purpose of this study is to investigate the effects of centralization on shared mental model, satisfaction and achievement in a web-based collaborative learning. Sixty-eight undergraduate students were randomly assigned to 7 groups and they participated in a 4-week web-based collaborative learning. Three highly centralized teams and three less centralized teams were selected, and analyzed for investigating whether there are meaningful differences in shared mental model, satisfaction and achievement according to the degree of centralization. The results showed that there was no significant difference in shared mental model between the highly and less centralized teams. However, the highly centralized teams showed higher level of satisfaction and achievement than the less centralized teams.

A Design of Collaborative Learning Module in Learning Management System Based on Blended Learning (블렌디드 러닝 기반의 학습관리시스템에서 협력학습 지원 모듈 설계 방안)

  • Ku, jin-hee;Choi, won-sik;Lee, kyu-nyo
    • Proceedings of the Korea Contents Association Conference
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    • pp.732-737
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    • 2008
  • As e-learning is recognized in new education form, Learning Management System that manage general activity of learning to maximize effect of education is being developed actively. Usually, Learning Management System includes course registration and learning as well as learner's learning recording and tracking, evaluation in online. But, most systems is lacking a tool that learners can collaborate with companion learners, and planning learning and set valuation basis as leading. In this paper, we can expect effective collaborative learning activities because can make debate and team project smooth by suggesting collaborative learning module that can drive voluntary participation such as group formation, learning plan, mutually estimation as leading to learner in Learning Management System of blended learning base that support online and offline environment both.

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An Analysis of Educational Contents Model and Development Strategy (스마트 교육 콘텐츠 모형 및 개발전략 분석)

  • Yoon, Young Beom
    • Proceedings of the Korea Contents Association Conference
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    • pp.483-484
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    • 2016
  • 본 연구의 목적은 학습자 중심의 스마트 교육을 위한 융복합 학습 콘텐츠의 개발요소와 개별화되고 맞춤화 된 창의적인 교육콘텐츠 개발방안을 분석하는 것에 있다. 스마트교육환경에 적합한 어플리케이션의 개발방안은 전통적인 교수 학습 모델과 유기적으로 연계되어야 하며 학습을 위한 검색기능, 학습 자료를 추출하는 조사도구기능, 협력활동을 지원하는 기능, 문서저작기능, 심화학습을 위한 기능을 구현해야 한다. 향후 교육환경은 클라우드 교육서비스를 기반으로 네트워킹을 통한 국내외 학습자원의 지원과 협력학습 인프라를 통해 언제 어디서나 학습이 이루어지는 학습 선택권을 중심으로 이루어질 것이다.

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Analysis of the Characteristics of Free-riding Learner in Online Collaborative Learning (온라인 협력학습에서 무임승차 학습자의 특성 분석)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.19 no.10
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    • pp.385-396
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    • 2019
  • This study was conducted to explore the characteristics of learner who showed free riding behavior in online collaborative learning. For this, 290 students from three universities in the metropolitan area were studied. The collected data are as follows. Learner characteristics are learning strategy, learning motivation, academic retardation behavior, and learning disposition. Interaction distinguished between frequency and type of message. Interaction levels were collected with frequency. The subjects with less than 5 interaction frequencies were defined as free-riding students. 43 students were classified as free riders. Learner characteristics were analyzed by cluster analysis. As a result, the learner characteristics were divided into five groups. All the free riding students belonged to 4 groups. The learner characteristics of 4 groups are as follows. First, the level of the learning strategy is very low. Second, learning motivation has a high tendency toward performance - oriented approach and high tendency to avoid performance. This tends to deliberately avoid learning. Third, the level of delayed behavior is high. This is deliberately putting off student activities. Fourth, learning tendency is high in academic anxiety, task value, self efficacy and learning belief are very low. This is a lack of confidence in learning.

Review on design strategies for reflection-scaffolding tools in the computer supported collaborative learning (네트웍 기반 학습에서 협력적 성찰지원 도구 설계 전략 탐색)

  • Kim, Dong-Sik;Lee, Seung-Hee;Kim, Jee-il
    • The Journal of Korean Association of Computer Education
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    • v.5 no.3
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    • pp.89-106
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    • 2002
  • One of the key success factors for Computer Supported Collaborative Learning(CSCL) environments relies on collaborative reflection. Reflection refers to the active, intellectual thinking for monitoring one's own learning process and continuous internal activities of exploring oneself for new learning experiences. Also, reflective activities are closely related not only with the individual aspect of internal exploration but also with the social aspect of learner-learner interaction. This paper suggests four essential macro-level design strategies such as (1)facilitating collaborative awareness, (2)making thinking visualization, (3)negotiation-mediated knowledge construction, (4)providing metacognitive awareness cues or Questions for scaffolding collaborative reflection in the CSCL environments and made some implications for key functional features for the design and development of system components for CSCL.

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Exploring of Reaction Behavior to Instructor Messages according to Learning Motivation Types in Online Collaborative Learning (온라인 협력학습 환경에서 학습동기 유형에 따라 교수메시지에 대한 반응행동 탐색)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.18 no.5
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    • pp.514-524
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    • 2018
  • The purpose of this study was to investigate learners' reaction behaviors by the type of learning motive when teaching messages were delivered. The subjects of this study were 82 students from Auniversity and Buniversity in the metropolitan area. Students were online collaborative learning. The instructor delivered six messages. Since then, the researchers have measured the learner 's response time and the frequency and level of interaction. And analyzed using an independent sample t-test. As a result, the frequency and level of interaction increased before the message was delivered. The response time to instructional messages was the fastest among the students with performance avoidance goal orientation. Mastery goal orientation students were most sensitive to scaffolding messages. Performance avoidance goal orientation students responded most sensitively to the reminder message. Finally, Mastery goal orientation students had the most action on new topics. And performance approach goal orientation students had the most to do with accuracy and relevance.

An Improved Co-training Method without Feature Split (속성분할이 없는 향상된 협력학습 방법)

  • 이창환;이소민
    • Journal of KIISE:Software and Applications
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    • v.31 no.10
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    • pp.1259-1265
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    • 2004
  • In many applications, producing labeled data is costly and time consuming while an enormous amount of unlabeled data is available with little cost. Therefore, it is natural to ask whether we can take advantage of these unlabeled data in classification teaming. In machine learning literature, the co-training method has been widely used for this purpose. However, the current co-training method requires the entire features to be split into two independent sets. Therefore, in this paper, we improved the current co-training method in a number of ways, and proposed a new co-training method which do not need the feature split. Experimental results show that our proposed method can significantly improve the performance of the current co-training algorithm.

A Study on the Relationship between Cultural Disposition of LIS Students and their Collaborative Learning: Through Self- and Peer-Evaluation (문헌정보학과 학생들의 문화성향과 협력학습의 관련성 연구 - 자기평가와 동료평가를 중심으로 -)

  • Park, Sung-Jae;Kim, Yang-Woo
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.25 no.4
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    • pp.333-349
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    • 2014
  • This study exploratively investigated the cultural disposition of undergraduates in LIS and their collaborative learning. To identify the cultural disposition, this study employed the Triandis' scale identifying four dimensions including horizontal individualism, vertical individualism, horizontal collectivism, vertical collectivism. Additionally, their collaborative learning was analyzed by self- and peer-evaluation surveys. The findings showed that 66.7% LIS students had the horizontal collectivism and their contribution to the collaboration was higher than other groups. Additionally, the gender difference indicated that female students actively participated in the collaboration and gave more contributions than male students. However, the female students had low satisfaction to the collaboration. These results can be used to improve LIS students' collaborative learning.

Design of Social Learning Platform for Collaborative Study (협력학습을 위한 소셜러닝 플랫폼의 설계)

  • Cho, Byung-Ho
    • The Journal of The Institute of Internet, Broadcasting and Communication
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    • v.13 no.5
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    • pp.189-194
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    • 2013
  • Social learning is a new study model of future knowledge information society. In different existing study, it lay stress on individual activity and collaborative study with others. It is useful to apply social media services to build social learning platform for collaborative study. In my paper, after existing social media services and social platforms are investigated and analyzed, an effective social learning platform applyng social media services is presented. Also differences and superiority compared to other social platforms is presented through new social learning platform architecture and screen design.

A study on Collaborative e-Learning System under Multiplatform Environment (멀티플랫폼 환경에서 협력학습을 지원하는 e-Learning 시스템에 관한 연구)

  • 이승욱;정혜원;문경애
    • Proceedings of the Korean Information Science Society Conference
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    • pp.73-75
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    • 2004
  • 본 논문에서는 멀티플랫폼 환경에서 헙력학습을 지원하는 e-Learning 시스템을 소개한다. 현재 IT 기술이 발전하면서 학습을 할 수 있는 단말의 종류는 과거에 비해 다양하다. 이러한 다양한 단말로 학습콘텐츠를 상호운용 시키기 위해서는 콘텐츠의 적응화가 필요하다. 본 연구에서는 적응화 방법을 소개하며 적응화를 위한 시스템의 architecture를 소개한다. 본 논문에서는 두 가지 적응화 방법을 고려한다. 학습콘텐츠 레이아웃 적응화와 학습자원의 적응화가 고려된다. 또한 학습효율을 향상하기 위해 협력학습을 지원하는 기술을 개발한다. 현재 ISO/IEC JTC1 SC36 WG2에서 헙력학습에 관한 기술표준을 추진 중이므로 본 논문에서는 SC36의 초안에 따라 기술을 개발하여 추후 국제표준을 선도할 것이다.

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