• Title, Summary, Keyword: Collaborative learning

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Recommendation system for supporting self-directed learning on e-learning marketplace (이러닝 마켓플레이스에서 자기주도학습지원을 위한 추천시스템)

  • Kwon, Byung-Il;Moon, Nam-Mee
    • Journal of the Korea Society of Computer and Information
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    • v.15 no.2
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    • pp.135-146
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    • 2010
  • In this paper, we propose an Recommendation System for supporting self-directed learning on e-learning marketplace. The key idea of this system is recommendation system using revised collaborative filtering to support marketplace. Exisiting collaborative filtering method consists of 3 stages as preparing low data, building familiar customer group by selecting nearest neighbor, creating recommendation list. This study designs recommendation system to support self-directed learning by using collaborative filtering added nearest neighbor learning course that considered industry and learning level. This service helps to select right learning course to learner in industry. Recommendation System can be built by many method and to recommend the service content including explicit properties using revised collaborative filtering method can solve limitations in existing content recommendation.

The Effect of Performing Leader's Role on Academic Achievement and Satisfaction in Small Group Collaborative Learning in Virtual Reality (가상현실을 활용한 소집단 협력학습에서 팀 구성원으로서의 역할 수행이 학업성취도와 만족도에 미치는 영향)

  • Kim, Mi Hwa
    • Journal of Digital Convergence
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    • v.15 no.11
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    • pp.67-76
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    • 2017
  • To conduct research using small group learning with advanced technology in school, small group collaborative learning was conducted in virtual reality called Second Life for high school history class to verify the effects of the role of group members (leader, group member) in collaborative learning activities in this study. Two classes of the second grade of high school were selected randomly and 20 groups were also randomly assigned, and each group was consisted of three members (1 leader and two group members). Academic achievement and satisfaction with academic activities were used to verify the effect of the role as measurement tools, and collected quantitative data were tested by independent sample t. As a result, it was found that performing the role of leader in collaborative learning activities in virtual reality was effective in promoting enhancing students' academic achievement and increasing satisfaction level. Lastly, utilization and improvement of small group collaborative learning using virtual reality in the field of education were discussed.

Teaching a Database Course with Collaborative Team Projects

  • Park, Jae-Hwa
    • The Journal of Information Technology and Database
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    • v.4 no.1
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    • pp.65-77
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    • 1997
  • This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

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Developing and Applying TMS-Based Collaborative Learning Model for Facilitating Learning Transfer (학습전이 촉진을 위한 교류기억체계(TMS)기반 협력학습모형의 개발과 적용)

  • Lee, Jiwon
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.993-1003
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    • 2017
  • Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpose of this study is to develop a collaborative learning model based on the transactive memory system (TMS) and to verify its effectiveness. The collaborative learning model based on the TMS is composed of three stages. The first stage is developing TMS. In this stage, the students learn physics concepts and make knowledge about the expertise of group members through peer instruction. The second stage, activating TMS, is building trust through solving well-defined problems for developing near-transfer. And in the third stage, applying TMS, the students solve an ill-defined problem based on real-world context for practicing far-transfer. Based on this model, a 15-week program including two projects on geometric optics and sound waves was developed and applied to 60 college students. The data for five weeks of one project were collected and analyzed. As a result, the TMS of the experimental group with the TMS-based collaborative learning model improved stepwise. Whereas, the difference between the first week and the last week was statistically significant, while the TMS change of the comparison group using the general project learning model was not significant. Also, the experimental group showed that the learning transfer occurred better in the project than the comparison group. A collaborative learning model based on TMS can be used to learn how students gain synergy through collaboration and how students collaboratively transfer the learned concepts in problem solving.

User Evaluation of University Learning Spaces (대학의 학습공간에 대한 사용자 인식 조사)

  • Koo, Sang Hoe;Lee, Hyun-Hee
    • The Journal of Korean Institute of Educational Facilities
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    • v.26 no.3
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    • pp.33-41
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    • 2019
  • As the information age matures, the learning style of youth is changing rapidly. Students study at a variety of places such as cafe or lobbies utilizing various digital learning devices. Along with the place changes, learning methods are also changing. Student-centered learning methods such as smart learning, collaborative learning, and activity-based learning are increasingly being utilized instead of the traditional instructor-centered learning in which knowledge is unilaterally delivered. Accordingly, many universities are remodeling central libraries, and they are also transforming lobby spaces of the college buildings into simple but useful learning spaces. In this study, we analyze the characteristics of learning spaces in universities from the standpoint of the students. According to the analysis, overall satisfaction is high in terms of comfortable physical learning environments such as Wi-Fi, furniture, lighting, etc. But the spaces are still optimized for individual and intensive learning. There seems to be a lack of effort to support collaborative learning or activity-based learning. This observation is confirmed by the characteristics of the central library, and it is considered that the reason why the college buildings are preferred by students is that college buildings are more suitable for collaborative or activity-based learning than libraries.

A Survey for Improvement of the 'Future Leaders of Korean Medicine' Curriculum in the Korean Medical Association of Clinical Sanghan-Geumgwe (대한상한금궤의학회의 학생우수인재교육과정 개선을 위한 설문조사 연구)

  • Park, Jae-Kyung
    • 대한상한금궤의학회지
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    • v.6 no.1
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    • pp.27-36
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    • 2014
  • Objective : This Study aims to survey the current situation of the 'Future Leaders of Korean Medicine' curriculum and thereby improve the quality of the curriculum. Methods : 10 students in the curriculum answered 3 items of the NSSE questionnaires; 'Active and Collaborative Learning', 'Student-Faculty Interaction', 'Satisfaction'. Results : 'Worked with other students on projects', 'Tutored or taught other students (paid or voluntary)' average frequencies are relatively low in the 'Active and Collaborative Learning' item. 'Worked with faculty members on activities other than course-work' average frequency is relatively low in the 'Student-Faculty Interaction' item. Conclusions : The curriculum should be improved to encourage the students to take the leading roles at Collaborative Learning and to interact with the advisors.

Application Prospects of Knowledge Awareness System for Supporting Collaborative Learning in Digital Textbook (디지털 교과서에서 협력 학습 지원을 위한 지식 인식 시스템의 적용 방안)

  • Kwon, Suk Jin;Sim, Hyeon Ae;Kwon, Sun Hwa
    • Journal of the Korea Society of Digital Industry and Information Management
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    • v.6 no.2
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    • pp.169-182
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    • 2010
  • The purpose of the study is to prospect the application of knowledge awareness system in the use of the digital textbook which is one of the main educational political projects based on the exploration of the awareness theory for the computer-supported collaborative learning. To do this, first, knowledge awareness theory for computer-supported collaborative learning (CSCL) as a rationale for digital textbook which supports the collaborative learning was introduced. Second, three functionalities of knowledge awareness systems were extracted by analyzing the representative knowledge awareness tools of CSCL environment. Third, application prospects of knowledge awareness system toward the development and utilization of digital textbook were presented. The paper suggested the need of more researches such as the prototype development of digital textbook which applies the knowledge awareness system's functionalities and empirical researches which examine their effectiveness and efficiency.

Validation Through Perceptions between Leader and Team Members on Collaborative Competencies in Corporate Organization (기업체 조직의 협력역량 요인에 대한 팀장과 팀원들의 인식을 통한 타당화 연구)

  • Lee, Yu-Na;Ha, Yu-Ran;Lee, Sang-Soo
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.2
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    • pp.284-295
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    • 2014
  • The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

Implementation and Adaption of Web-based Collaborative Learning System to Strengthen Learner's Interaction (학습자간의 상호작용 강화를 위한 웹 기반 협동학습의 구현 및 적용)

  • Suh, Wonseok;Kim, Hyeoncheol;Lee, Wongyu
    • The Journal of Korean Association of Computer Education
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    • v.5 no.4
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    • pp.1-8
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    • 2002
  • With the development of Internet technology, the construction and spread of network environment increased educational adaption and utilization based on World Wide Web. Learners are educated in the competitive, individual, or collaborative learning structure. Among them, competitive and individual educational methods are criticized for bringing about excessive competition and a lack of cooperation. As a new way of educational method, the interest for the collaborative learning structure was increased. In this perspective, we design and implement a web-based collaborative learning system which is adapted the merit and model of collaboration learning and show that the proposed system improves learning achievement and motivation by experimental study on student groups.

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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
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    • v.10 no.7
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    • pp.71-76
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    • 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.