• Title, Summary, Keyword: 협력학습

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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
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    • v.4 no.1
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    • pp.43-52
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    • 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.

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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
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    • v.41 no.1
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    • pp.307-321
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    • 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
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    • v.18 no.6
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    • pp.45-52
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    • 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
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    • v.51 no.2
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    • pp.95-116
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    • 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
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    • v.10 no.1
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    • pp.93-104
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    • 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.

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

  • Choi, Seo-Yun
    • 한국HCI학회:학술대회논문집
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    • pp.1252-1256
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    • 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.

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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
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    • v.11 no.11
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    • pp.693-704
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    • 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
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    • v.15 no.6
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    • pp.65-74
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    • 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.

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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
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    • pp.11-16
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    • 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.

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The Effects of Small Group-Based Active-Cooperative Learning Program for Gifted Education (영재교육을 위한 능동적 소집단 협력학습 프로그램의 효과)

  • Ju, Cook-Young;Choi, Sung-Bong
    • Journal of the Korean earth science society
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    • v.29 no.6
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    • pp.474-486
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    • 2008
  • There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.