• Title, Summary, Keyword: 협력학습

Search Result 657, Processing Time 0.04 seconds

Development of a Network-based Collaborative Learning System for Education of Information Ethics (정보통신윤리교육을 위한 네트웍 기반 협력학습 시스템의 설계 및 구현)

  • Song, Tae-Ok;Chung, Sang-Wook;Kim, Tae-Young
    • The Journal of Korean Association of Computer Education
    • /
    • v.4 no.1
    • /
    • pp.43-52
    • /
    • 2001
  • The aim of this paper is to develop a network-based collaborative learning system based on cooperative learning, computer simulation, role playing, and web-based instruction, which is called NetClass. It is an educational system of hybrid-type, and supports three learning modes as a distributed network, a stand-alone system, or a web browser. To accomplish the purpose of this paper, we have studied on the following topics. First, we selected appropriate learning contents among dilemmas on information ethics. Second, a Collaborative Dilemma-solving Learning Model (CDLM) was designed, and this model means systematic procedures that leaners can notice others' feeling and thinking and predict the results of his actions by introducing interactions among learners on computer networks. Third, Collaborative Learning System Model based on standard architecture of an educational system was proposed. Fourth, we developed many components such as network components, database components, and interface components.

  • PDF

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
    • /
    • /
    • pp.73-75
    • /
    • 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.

  • PDF

A Study on Facilitating Reading Education Through Digital Storytelling (디지털 스토리텔링을 이용한 독서지도 방안 연구)

  • Kang, Sook-Hi
    • Journal of the Korean Society for Library and Information Science
    • /
    • v.41 no.1
    • /
    • pp.307-321
    • /
    • 2007
  • This study is conducted in order to find out 1) if a digital storytelling activity can enhance children's attitudes on reading and writing, and 2) if there is any difference between cooperative and individual digital storytelling groups in their attitudes. For this Purpose, 29 4th graders in an elementary school in Seoul participated as subjects. The findings of this study showed that digital storytelling improved their reading and writing attitudes. However, there was no significant difference in attitudes between the cooperative and individual digital storytelling groups. This study has demonstrated that digital storytelling is a good way of enhancing children's reading and writing attitudes. This study represents a preliminary effort to empirically examine the effectiveness of digital storytelling on reading education.

Factors Affecting Learning Methods and Flipped Learning by Flipped Learning (플립러닝이 학습방법과 플립러닝에 영향을 미치는 요인)

  • Yi, Eun-Seon;Lim, Heui-Seok
    • Journal of Digital Convergence
    • /
    • v.18 no.6
    • /
    • pp.45-52
    • /
    • 2020
  • This study ranked the degree to which flipped learning contributes to each learning area and, in contrast, to quantitatively examine how effectively these learning methods are used in flipped learning, had four-year university computer majors receive flipped learning. Existing flipped learning experiments have proven effectiveness, while there are also negative effects on effectiveness, which has led to a lot of debate. Effective experiments and classes therefore require more research and an accurate understanding of flipped learning. Analysis of the 123 samples recruited shows that flipped learning contributes to learning is in order of self-directing, collaboration, watching videos, and learning by teachers. Regression analysis of the degree to which learning method affects flipped learning effectiveness resulted in order of self-directed learning, lecture videos, and collaborative learning. This shows that flipped learning not only has the greatest influence on self-directed learning, but also self-directed learning has the greatest influence on flipped learning. It can also see that a collaborative learning and the role of video to prior learning tool is important. Through this study, we hope to understand flipped learning correctly and set learning methods and achievement goals. It is necessary to analyze the interaction between flipped learning and subdivided classroom activities.

The Effects of Project-Based Learning on Self-Efficacy for Group Work in LIS Education: a Cast Study (문헌정보학 교육에서 프로젝트기반학습이 협력적 자기효능감 향상에 미치는 효과: 사례연구)

  • Kim, Hyunjung
    • Journal of the Korean Society for Library and Information Science
    • /
    • v.51 no.2
    • /
    • pp.95-116
    • /
    • 2017
  • This study investigated whether applying the Project-Based Learning in LIS education affects students' self-efficacy for group work in a positive direction and if the authenticity of the project has any relationship with their self-efficacy for group work. 26 students were surveyed before and after they took the "Evaluating Digital Library Systems" course with the same set of questions asking about their perceptions on the individuals' capabilities to successfully perform group tasks and their perceptions about the project's authenticity. The paired sample t-test showed statistically significant differences between the results of the pre- and post-test, in terms of their capabilities as a leader as well as exchanging, evaluating, and integrating ideas when performing group activities. In addition, the authenticity of the project's task shows some correlation with subfactors of students' self-efficacy for group work.

The Effects of GLAS Type on the Learning Achievement in Web-based Collaborative Learning (웹 기반 협력학습에서 GLAS 유형이 학습결과에 미치는 효과)

  • Kim, Jee-Il;Jang, Sang-Phil
    • Journal of The Korean Association of Information Education
    • /
    • v.10 no.1
    • /
    • pp.93-104
    • /
    • 2006
  • The purpose of this study is to examine the effects of GLAS(Guided-Learner Adaptable Scaffolding) strategies in web-based collaborative learning environments. Through the extensive literature reviews, web-based collaborative learning environments considering GLAS types were developed. 93 sixth graders were selected from a elementary school in Seoul, and they learned in the web-based system for 4 weeks. The results revealed that the impact of scaffolding on transfer of learning, cognitive overload by reflective scaffolding, learning motivation affected intrinsic scaffolding.

  • PDF

Opportunities for Digital Storytelling and Collaborative Learning on Second Life (세컨드라이프를 활용한 디지털 스토리텔링과 협력학습)

  • Choi, Seo-Yun
    • 한국HCI학회:학술대회논문집
    • /
    • /
    • pp.1252-1256
    • /
    • 2009
  • Machinima is a new form of UCC(User Created Content) which utilizes 3D videogame engine technology to create animated films within virtual environments. By producing machinima content, students can get cooperative learning opportunities as well as digital storytelling skills. This case study is to introduce the educational potential of Second Life and to provide useful directions in professional curricula of digital culture content.

  • PDF

Effects of Utilization of Social Network Service on Collaborative Skills, Collaborative Satisfaction and Interaction in the Collaborative Learning (협력 학습에서 소셜 네트워크 서비스 활용이 협력 능력, 협력 만족도, 집단내 상호작용에 미치는 효과)

  • Chon, Eunhwa
    • Journal of Digital Convergence
    • /
    • v.11 no.11
    • /
    • pp.693-704
    • /
    • 2013
  • The purpose of this study was to analyze the effects of social network service on the collaborative skills, collaborative satisfaction, and interaction within groups in collaborative learning. The group that used KakaoTalk, one of social network service for working on the collaborative task in the course exhibited higher collaborative skills and collaborative satisfaction (p<.05) than the group that did not use KakaoTalk. When analyzing the amount and the content of the messages produced by the group that used KakaoTalk, the amount of messages did not have an impact on the collaborative skills and collaborative satisfaction.

Factors affecting participation and achievement in wiki-based online learning (위키 기반 협력학습에서 자기효능감과 위키에 대한 불안이 참여도 및 성취도에 미치는 영향)

  • Lim, Kyu Yon
    • The Journal of Korean Association of Computer Education
    • /
    • v.15 no.6
    • /
    • pp.65-74
    • /
    • 2012
  • Wiki is an online-based collaborative tool, and has been frequently used more recently as it realizes the paradigm of web 2.0 in educational context. Especially, wiki promotes collaborative knowledge building which is the major interest of this study. The purpose of this research is to investigate the relationships among academic self-efficacy, self-efficacy for group work, wiki anxiety, participation in wiki activity, and learning achievement. Fifty nine college students participated in the wiki activity, and the data from fifty three were used for the multiple regression and path analysis. The results reported that academic self-efficacy and wiki anxiety affected participation in wiki activity, and these two variables also had indirect effects on learning achievement, mediated by participation.

  • PDF

Design of Collaborative e-Learning Environment and Collaborative Learning Agent (협력 e-러닝 학습 환경 구축 및 에이전트 적용 방안)

  • Jang, Ho-Wook;Suh, Hee-Jeon;Moon, Kyung-Ae
    • Proceedings of the Korea Contents Association Conference
    • /
    • /
    • pp.11-16
    • /
    • 2004
  • e-Learning has been expected as a new educational method and paradigm in knowledge information society. However e-Learning industry has not been in tremendous development on the contrary to people's expectations. Up to present time, collaborative learning is one of the learning approaches that promote active participation and engagement in learning. Learners can set up common goal, accomplish collaborative activity to solve the problem, and achieve individual and group goals while group work. In this paper, we present collaborative e-Learning environment to improve interactions among learners and identify the roles of collaborative learning agent to promote learner's learning activity.

  • PDF