• Title, Summary, Keyword: Collaborative learning

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Cognitive Mechanisms of Collaborative Learning and Technology Supports (협동학습의 인지적 기제와 테크놀로지의 지원)

  • Jeong, Heisawn
    • Korean Journal of Cognitive Science
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    • v.30 no.1
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    • pp.1-30
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    • 2019
  • The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.

Design and Implementation of an Integrated Browser to Support Internet-Based Collaborative Learning (인터넷기반 협동학습을 위한 통합브라우저의 설계 및 구현)

  • Song, Tae-Ok;Ahn, Sung-Hoon;Kim, Tae-Young
    • The Journal of Korean Association of Computer Education
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    • v.3 no.1
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    • pp.23-30
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    • 2000
  • The educational effect and practical use of collaborative learning produced in virtual learning communities are being discussed actively in these days. A higher-level interactive tool is essential for successful Internet-based collaborative learning through the network. In this paper, we designed and implemented an integrated browser which has the integrated learning environment to support collaborative learning, and thus the user interface of the network client(News, FTP, HTTP, SMTP, voice text chatting Clients) is improved. Therefore, the educational effect of Internet-based collaborative learning is get closer to that of face-to-face learning.

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A Study on Open Education for Developing Creativity in Mathematics Education (수학교육에서 창의성 신장을 위한 열린교육 방안에 대한 연구1))

  • 전평국;이재학;백석윤;박성선
    • Education of Primary School Mathematics
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    • v.5 no.2
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    • pp.71-94
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    • 2001
  • The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

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A Study on the Factors Facilitating the Effectiveness of Web-based Collaborative Learning - Focused on Situation, Interaction, System- (e-Learning에서 협력학습과 학습효과에 영향을 주는 요인에 관한 연구 -상황요인, 상호작용요인, 제도요인을 중심으로 -)

  • Ko, Il-Sang;Ko, Yun-Jung
    • Journal of Information Technology Applications and Management
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    • v.13 no.4
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    • pp.197-214
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    • 2006
  • This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

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Effects of Collaborative Learning on Problem-solving Processes according to the Level of Metacognition in Clinical Practice of Nursing Management (간호관리학 임상실습에서 협력학습이 메타인지 수준에 따라 문제해결과정에 미치는 영향)

  • Jang, Keum-Seong;Ryu, Se-Ang;Kim, Yun-Min;Chung, Kyung-Hee;Kim, Nam-Young
    • Journal of Korean Academy of Nursing Administration
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    • v.13 no.2
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    • pp.191-198
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    • 2007
  • Purpose: The aim of this study was to find the effect of collaborative learning on problem-solving processes according to the level of metacognition, after adopting collaborative learning to clinical practice of nursing management. Method: Senior college students participated in this study. 90 students who was involveled in high level metacognitive group and another 88 students in low level metacognitive group. The data was collected from 2003 to 2005. The process of collaborative learning was categorised in 4 steps. The data were analyzed using t-test, ANCOVA, paired t-test. Results: 'There will be a distinction between the low and high metacognition groups after application of collaborative learning' was rejected. 'In the high level metacognitive group, the problem-solving ability will also increase after application of collaborative learning than before application' was supported. 'In the low level metacognitive group, the problem-solving ability will increase after application of collaborative learning than before application' was supported. Conclusion: The results showed that with collaborative learning, the problem-solving ability of learners with different levels of metacognition is improved.

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A Study of Instruction of Internet(IoI)-based Collaborative Learning Method in Elementary School Sixth Grade Mathematics Class (초등학교 6학년 수학수업에서의 수업인터넷 기반 협력학습 수업방법 탐색)

  • Choi, Byoung-Hoon;Yoon, Heon-Chul
    • Journal of Science Education
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    • v.41 no.2
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    • pp.248-266
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    • 2017
  • The purpose of this study is to present various examples of collaborative learning based on the Instruction of Internet in the 6th grade elementary school mathematics class. So we introduce the design method of classroom environment for classroom Internet and give example of various teaching methods. This study was conducted for nine months from March to November, 2016, one sixth grade of elementary school in D area. During this period, we conducted Instruction of Internet-based collaborative learning to classify typical teaching cases. We classified into 5 type collaborative learning. First, collaborative learning in the classroom. Second, remote collaborative learning between classroom and classroom. Third, Live participation classes. Forth, project collaborative learning. Fifth, using virtual reality in collaborative learning. In addition, we could identify that there is a difference compared to the conventional learning. It became possible to conduct collaborative learning with other students simultaneously or have opening class with both parents and teachers by using Youtube. These examples can be presented as a case to depart from traditional mathematics class in one classroom. In this regard, we will be able to provide several implications about teaching methods utilizing smart device and Internet in future classroom.

A Study of Communication between Multi-Agents for Web Based Collaborative Learning (웹기반 협력 학습을 위한 멀티에이전트간의 통신에 관한 연구)

  • Lee, Chul-Hwan;Han, Sun-Gwan
    • Journal of The Korean Association of Information Education
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    • v.3 no.2
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    • pp.41-53
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    • 2000
  • The purpose of the paper is communication between multi-agents for student's learning at web based collaborative learning. First, this study investigated the whole contents and characteristics of an agent system and discussed KQML, communication language between multi-agents. Also, we suggested architecture of an agent based system for collaborative learning and interaction method between agents using KQML. We design어 and implemented collaborative learning system using Java programming language, and we also demonstrate the efficiency of collaborative learning system by communication between multi-agents through experiments.

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Improvement in Analogical Problem Solving by Peer Collaborative Learning (또래협력학습 경험에 의한 유추문제해결능력의 증진)

  • Kim, Minhwa;Park, Hee Sook;Choi, Kyoung-Sook
    • Korean Journal of Child Studies
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    • v.23 no.1
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    • pp.55-70
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    • 2002
  • The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.

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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.

Individual, Cooperative and Collaborative Works with Educational Games of Mathematics for Computers

  • Cannone, Giacomo;Hernandez, Josefa;Palarea, Maria Mercedes;Socas, Martin M.
    • Research in Mathematical Education
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    • v.11 no.2
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    • pp.101-126
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    • 2007
  • We analyze the possibilities of using Information and Communication Technologies as a resource in the teaching/learning of Mathematics and we show the results of concrete experiments carried out with the games: "Adibu", "La ciudad perdida" and "Drood en el planeta siete", with fourteen students and two primary school teachers in a school in Santa Cruz de Tenerife (Spain). Our analysis of the games is made within a global framework in which individual, cooperative and collaborative learning are considered, taking as reference the theoretical frameworks set out by Piaget, Vygotsky, and the principles of collaborative learning (Computer Supported Collaborative Learning).

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