• Title, Summary, Keyword: Collaborative learning

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A Study on the Development of Collaborative Learning Model and Behavioral Elements in e-Learning Environment (e-Learning 환경에서의 협력학습을 위한 학습모형 및 학습행위요소 개발)

  • Lee, Insook;Leem, Junghoon;Sung, Eunmo;Jin, Sunghee
    • The Journal of Korean Association of Computer Education
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    • v.9 no.2
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    • pp.27-36
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    • 2006
  • This study intends to present essential models for collaborative learning in e-learning environment as well as to analyze learning behavior elements appearing in collaborative learning activities. In order to achieve goal of the study, the researchers analyzed existing cooperative learning models for face-to-face classroom, collaborative activity models based on instructional theory, and the structures and activities elements of learning community and collaborative activity models focusing on e-learning environment. As a result of the study, the researchers produced a generalizable collaborative learning model for e-learning which include general collaborative learning model, and further analyzed specific learning behaviors performed by learners while they proceed in this model based learning processes. The adequacy of this model and reliability of learning behavior elements were tested through experts' review meetings. The research result, suggesting generalizable collaborative learning model as well as learning behaviors elements which might occur within e-learning based collaborative learning, might work as a foundational model for software infrastructure and e-learning solution business. Moreover, its value might be maximized if its being used for enhancing learning content interoperability and reuse as well as for establishing international standardization for collaborative technology.

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Effect of Cognitive Style on Collaborative Problem Solving Ability in Programming Learning

  • Kwon, Boseob
    • Journal of the Korea Society of Computer and Information
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    • v.23 no.9
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    • pp.163-169
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    • 2018
  • Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.

Online Collaborative Learning according to Learning Task Types (학습과제 유형에 따른 온라인 협력학습)

  • Lee, Sung-Ju;Kwon, Jae-Hwan
    • Journal of Internet Computing and Services
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    • v.11 no.5
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    • pp.95-104
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    • 2010
  • As the computer and the communication technology are an unity, the collaborative learning based on constructivism is emphasized more than learning by forming external representation. Especially, online has characteristics not only to facilitate collaborative activities but to make students collaborators. In online collaborative learning, learning task is an integrated element in course design and an important portion deciding learning design, learning environment and learning process. Thus this study explored collaborative learning model according to the learning task type.

Development of a Reflective Collaborative Work System for e-Learning Contents Development (e-Learning 콘텐츠 개발을 위한 성찰적 협력작업시스템 개발)

  • Cho Eun-Soon;Kim In-Sook
    • The Journal of the Korea Contents Association
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    • v.6 no.3
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    • pp.108-115
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    • 2006
  • e-Learning contents are composed of compounding multimedia data. It requires many professionals in contents development stage. The process of e-learning contents development can be seen as a collaborative work. In the perspective of a collaborative work process, the whole process of e-learning contents development would be regarded as collaborative work process for each participant as well as for whole group members. Most of collaborative works in contents development field are widely distributed. Members of work groups require workspaces for sharing information and communicating each other. In addition to workspaces, it also needs to support collaborative reflection such as planning for collaborative work and monitoring for work process. This paper is intended to develop the reflective collaborative work system for e-Learning contents development in order to support the systemic process of e-learning contents development. The reflective collaborative work system is composed of four supportive parts: work flow management, personal workspace, collaborative workspace, and collaborative reflection.

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Collaborative Learning Agent for Promoting Group Interaction

  • Suh, Hee-Jeon;Lee, Seung-Wook
    • ETRI Journal
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    • v.28 no.4
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    • pp.461-474
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    • 2006
  • This project aims to design and develop a prototype for an agent that support online collaborative learning. Online collaborative learning, which has emerged as a new form of education in the knowledge-based society, is regarded as an effective method for improving practical and highly advanced problem-solving abilities. Collaborative learning involves complicated processes, such as organizing teams, setting common goals, performing tasks, and evaluating the outcome of team activities. Thus, a teacher may have difficulty promoting and evaluating the entire process of collaborative learning, and a system may need to be developed to support it. Therefore, to promote interaction among learners in the process of collaborative learning, this study designed an extensible collaborative learning agent (ECOLA) for an online learning environment.

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A case study of collaborative learning implementation using open source Moodle learning management system - for collaborative learning promotion by users - (오픈소스 Moodle 학습관리시스템 기반의 협동학습 운영 사례에 관한 연구 - 사용자의 협동학습지원을 중심으로 -)

  • Lee, Jong-Ki
    • Journal of Service Research and Studies
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    • v.6 no.4
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    • pp.47-57
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    • 2016
  • Open source has an amazing spread with the advent of smartphones. Open-source Moodle in e-learning areas are free of LMS (Learning Management System) and the most widely used worldwide, except for the black board commercial programs. One reason is well designed to support collaborative learning and interaction based on constructivist principles, which is the core principle of e-learning in particular that the theoretical basis of educational technology has a high educational effectiveness and benefits. This study examines the operational practices of collaborative learning using open source learning management system Moodle program. It introduces specific information to support the user of the collaborative learning. It looks at the advantages and singularity of collaborative learning in e-learning through examples shown. The purpose of this study is the importance of the relationship between learners and the importance of self-learning of collaborative learning through collaborative learning in a knowledge repository of Moodle. In addition, collaborative learning outcomes are is based on the motivation of learners and playfulness.

A Model of Collaborative Learning Based on On-line Game (온라인 게임을 응용한 협동학습 모형)

  • Roh Chang-Hyun;Lee Wan-Bok
    • Journal of Game and Entertainment
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    • v.2 no.3
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    • pp.8-14
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    • 2006
  • The social interest for collaborative learning and educational game has been increased. In this paper, we investigates the educational value of collaborative learning and game. Based on this investigation, we propose an educational on-line game model for collaborative learning. Although the proposed model is still conceptual design, it sufficiently shows that on-line RPG game can be a good collaborative learning method for young children. In detail, we speculate about the conventional educational method performed in normal school. And then, we describes the elements of a computer game which complies with the real collaborative learning program.

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Educational Effects and Learners' Experiences during Collaborative Learning (협력학습의 교육적 효과 및 학습자들의 수업 경험)

  • Lee, Soon-Deok
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.4
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    • pp.243-254
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    • 2016
  • 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.

Online Collaborative Language Learning for Enhancing Learner Motivation and Classroom Engagement

  • Jeong, Kyeong-Ouk
    • International Journal of Contents
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    • v.15 no.4
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    • pp.89-96
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    • 2019
  • This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

Collaborative Learning Supporting Agent for Facilitating Peer Interaction (상호작용 촉진을 위한 협력학습지원 에이전트)

  • Suh Hee-Jeon;Moon Kyung-Ae
    • The KIPS Transactions:PartA
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    • v.12A no.6
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    • pp.547-556
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    • 2005
  • Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.