• Title, Summary, Keyword: 협력학습

Search Result 643, Processing Time 0.04 seconds

The Effects of Pair Assistant Collaborative Learning on Academic Achievement of Second Year Middle School Students in the Areas of Probability and Figures (짝 도우미 협력학습이 중학교 2학년 확률 및 도형영역의 학업성취에 미치는 효과)

  • Shin, Haeng-Ja;Kim, Seong-A;Shim, Kyu-Bark
    • Communications of Mathematical Education
    • /
    • v.25 no.1
    • /
    • pp.261-288
    • /
    • 2011
  • We examined the effects of pair assistant collaborative learning on academic achievement of the 2nd year middle school students in the three subjects such as the Probability, Properties of Figures and Similarities of Figures. In order to carry out this study, we selected 2 classes of 2nd year students in a girls middle school in the Fall semester of 2009 and set up the experiment group and comparison group by the result of academic achievement tests given in the end of the Spring semester of 2009. Pair assistant collaborative learning was adopted for students in problem solving 2 or 3 times per a week in the experiment group and each academic achievement was given at the end of each subject in both groups. Also, we had a final survey to find out students' attitude to this collaborative learning. The achievement and survey were analysed by statistical methods. We conclude that our pair assistant collaborative learning was effective in Probability and Similarities of Figures Units. According to the result of survey, this collaborative learning brought about an opportunity to promote students' community spirit through reflecting each one's role in the group.

A comparative analysis on concept mapping tools for computer-supported collaborative learning (컴퓨터기반 협력학습을 위한 개념도작성도구의 비교 분석 및 고찰)

  • Lee, Hyojin;Jeong, Seunghee;Yang, Sunyoung;Eun, Jihye;Kim, Kyungjin;Kim, Dongsik
    • The Journal of Korean Association of Computer Education
    • /
    • v.18 no.3
    • /
    • pp.37-47
    • /
    • 2015
  • The purpose of this study is to review the concept mapping tools and provide implications for designing tools that support collaborative learning activities. For this purpose, representative concept mapping tools - Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere - was analyzed by using the 3C(Communication, Coordination, Cooperation) framework. We have applied three research methods; 1) literature review on design principles of tools, 2) heuristic evaluation, 3) focus group interview. As a result, most of comcept mapping tools supported communication functions but partialy supported coordication and cooperation features.

Discussion-based Interface Design Research on the Smart phone at Cyber Universities (사이버대학 강의에서 스마트폰을 활용한 토론학습 인터페이스 설계연구)

  • Si, Ji-Hyun;Park, Dae-Ghun;Chae, A-Lm;Kim, Dong-Sik
    • The Journal of Korean Association of Computer Education
    • /
    • v.14 no.5
    • /
    • pp.81-96
    • /
    • 2011
  • With the popularity of smart phones for mobile learning on the rise, cyber universities in Korea are trying to build a reliable mobile campus infrastructure. Such advances in smart phone technologies have made it increasingly easy for users to stay connected and this heightened interaction through smart phones has educational potential for collaborative learning. Thus, to fulfill its educational potential and ultimately provide optimal learning environments on the smart phones, this study has developed a discussion-based interface prototype for collaborative learning. The proposed interface design was evaluated through cognitive walkthrough of the expert reviewers and its usability improvements were also offered.

  • PDF

A Study on the Effect of Conversing Action Learning in a Collaborative EFL Classroom (협력형 EFL 교실에서 실천학습 융합 효과에 관한 연구)

  • Shin, Myeong-Hee
    • Journal of the Korea Convergence Society
    • /
    • v.10 no.7
    • /
    • pp.71-76
    • /
    • 2019
  • The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.

The Effects of learner participation and interaction in web-based collaborative learning (웹기반 협력학습에서 참여와 상호작용의 차이에 대한 고찰)

  • Lim, KyuYon;Kim, HeeJoon;Park, Hana
    • The Journal of Korean Association of Computer Education
    • /
    • v.17 no.4
    • /
    • pp.69-78
    • /
    • 2014
  • This study aims to investigate better predictors, among learner participation and interaction, for collective self-efficacy and achievement in a web-based collaborative learning environment. Interaction requires communication among two or more learners, while participation does not. In this study, interaction was measured by in-degree centrality and out-degree centrality based on the social network analysis perspective. Multiple regression analysis results from 53 college students who performed team project via online showed that in-degree centrality predicted collective self-efficacy and out-degree centrality predicted achievement, while participation was not a significant predictor.

  • PDF

Designing an Instructional Model for Smart Technology-Enhanced Team-Based Learning (스마트 테크놀로지를 활용한 팀 기반 학습 모형 설계 연구)

  • Lee, Soo-Young
    • Journal of The Korean Association of Information Education
    • /
    • v.17 no.4
    • /
    • pp.497-506
    • /
    • 2013
  • The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

Reinforce Learning Based Cooperative Sensing for Cognitive Radio Networks (인지 무선 시스템에서 강화학습 기반 협력 센싱 기법)

  • Kim, Do-Yun;Choi, Young-June;Roh, Bong-Soo;Choi, Jeung-Won
    • The Journal of the Korea institute of electronic communication sciences
    • /
    • v.13 no.5
    • /
    • pp.1043-1050
    • /
    • 2018
  • In this paper, we propose a reinforce learning based on cooperative sensing scheme to select optimal secondary users(SUs) to enhance the detection performance of spectrum sensing in Cognitive radio(CR) networks. The SU with high accuracy is identified based on the similarity between the global sensing result obtained through cooperative sensing and the local sensing result of the SU. A fusion center(FC) uses similarity of SUs as reward value for Q-learning to determine SUs which participate in cooperative sensing with accurate sensing results. The experimental results show that the proposed method improves the detection performance compared to conventional cooperative sensing schemes.

An Empirical Study on the Relationships among Safeguarding Mechanism, Relationship Learning, and Relationship Performance in Technology Cooperation Network by Applying Resource Based Theory (자원기반이론을 적용한 기술협력 네트워크에서 보호 메커니즘, 관계학습, 관계성과의 관계에 대한 실증연구)

  • Kang, Seok-Min
    • Management & Information Systems Review
    • /
    • v.35 no.2
    • /
    • pp.45-66
    • /
    • 2016
  • Firms can make scale of economy and scope of economy by internalizing and using new advanced technology and knowledge from technology cooperation network, decrease risk and cost with partner firm of technology cooperation network, and increase market advantage of product & strengthen firms' position in the market. Due to the advantages of technology cooperation network, the related studies have focused on the positive effect of technology cooperation network. However, the related studies investigating the relationship between technology cooperation network and firm performance have only examined the role of technology cooperation network. Safeguarding mechanism, relationship learning, and relationship performance are categorized into the process of technology cooperation network, and this categorization is applied as resources, capability, and performance by resource based view. The empirical results are reported as belows. First, relationship specific investment and relationship capital positively affect on relationship learning as capability. Second, information sharing, common information understanding, and relationship specific memory development positively affect on long-term orientation, but information sharing has no impact on efficiency and effectiveness. Third, relationship specific investment positively affects on relationship capital and efficiency and effectiveness have positive effects on long-term orientation. Applying technology cooperation network in asymmetric technology dependency with resource based theory, this study suggested the importance of both safeguarding and relationship learning by investigating the relationship among safeguarding, relationship learning, and relationship performance. And it is worthy that this study investigated how firms' behavior change affects relationship performance in the relationship of technology cooperation partner.

  • PDF

Educational Effects of Flipped Learning on University Teaching Courses (대학 교직수업에 적용한 플립드 러닝의 교육적 효과)

  • Lee, Soon-Deok
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.20 no.2
    • /
    • pp.346-357
    • /
    • 2019
  • The purpose of this study was to examine the effects of flipped learning and explore the learners' experiences. Data were collected from 64 students who participated in flipped learning for 7 weeks at N university. The results were as follows. First, after applying flipped learning, learners feel more comfortable learning together and prefer collaborative learning. Second, flipped learning had no significant effects on learner's overall metacognition, but it had positive effects on the awareness and cognitive strategies. Third, flipped learning had no significant effects on academic self-efficacy, but it positively affected the task difficulty preference and confidence of learners who had a lower level of collaborative tendencies. Fourth, flipped learning had no significant effects on SDL ability, but it positively affected the learning plan of learners who had a higher level of collaborative tendencies. Fifth, learners' class satisfaction of flipped learning was generally very high. We suggested a policy, instructional design and strategies for effective implementation of flipped learning.