• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.5
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• pp.221-228
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• 2016

This study was intended to investigate predictability among variables having an effect on problem solving skill and achievement in collaborative learning by utilizing SNS at university. To this end, 61 first-year students majoring in early childhood education at I community university in the national capital region were surveyed. And on the basis of the collected data, a multiple regression analysis was carried out. The results of carrying out the analysis are as follows. First, it was shown that self-efficacy, peer learning and help seeking had a significant effect on problem solving skill, and explained 70 of variability in problem solving skill. Second, it was shown that peek learning, help seeking and problem solving skill significantly predicted achievement, and explained 72% of the variability in achievement. Third, problem solving skill partially mediated the relationship between self-efficacy and achievement. The above-mentioned results imply that learning motivation should be increased so that learners have self-efficacy in order to improve college students' academic achievement in collaborative learning by utilizing SNS at university, and a class environment making it possible to actively provide peer learning and help seeking should be designed and a specific scheme enabling the enhancement of the problem solving skill should be considered.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.181-205
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• 2019

This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.315-321
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• 2007

현재 과학과 수행평가는 교사평가가 주를 이루고 있기 때문에 평가 결과의 피드백이 신속하게 이루어지지 못하고, 동료평가가 거의 이루어지지 않는다는 문제점이 있다. 따라서 본 연구에서는 웹의 장점을 이용하여 인터넷 상의 다양한 자료를 보고서 작성에 이용할 수 있고 동료평가와 교사평가를 동시에 시행할 수 있는 웹 기반 과학 보고서 수행 평가 시스템을 설계하였다. 이 시스템의 흐름은 교사의 평가 과제 제출을 시작으로 학생들이 각자 다양한 정보를 수집하여 보고서를 작성하며 작성된 보고서를 동료 및 교사가 일정한 평가 기준에 의거하여 평가한 후, 학습자에게 평가 결과를 피드백하는 것으로 설계되었다. 이러한 시스템을 통해 교사의 업무 부담 경감은 물론, 학습자의 학습 의욕과 성취도 향상을 기대할 수 있다.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.63-72
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• 2018

This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.55-62
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• 2018

This is a primitive experimental study to find effects of 10 times classwide peer tutoring on academic achievement, self-leadership and interpersonal ability of nursing students. According to the results of Mann-Whitney U and Kruskal-Wallis test using SPSS/WIN 19.0, the motive of admission was the factor affecting the most mean ranks related to general characteristics. There were significant differences between academic achievements, cognitive strategy, and promoting relationships(p<.001; p=.020; p=.040), and there was a positive correlation between self-leadership and interpersonal ability(r=.296, p=.041) in Wilcoxon Signed Ranked test. As results of this study, the classwide peer tutoring could be applied in nursing classes for enhancing students' competence, but the researcher suggests further researches with wider range of subjects and setting control group.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.581-592
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• 2020

This research aims to explore the effect of participation in 'peer tutoring(learning tutoring)' program designed for low achiever students, and to provide an explanation for the improvement of related extracurricular activity. For this, firstly, the study analyzed differences between goal attainment group and non-attainment group in self-directed learning readiness, learning presence and learning transfer. Secondly, the relationships between three variables were analyzed. Based on an online survey of 154 low achievers participating in learning tutoring, two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, the academic achievement after participating in tutoring improved more than before. Secondly, there were differences in three variables by gender and grades. Also, there were differences in three variables between two groups. Finally, there was a high positive correlation between three variables, and 71% of learning transfer was explained by self-directed learning readiness and learning presence. Based on these findings, the practical implications are discussed regarding the improvement of tutoring program.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.51-59
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• 2007

According to developments in info-communication, the recent educational paradigm asks not for a passive transmitter but an active constructor who can solve a variety of complicated problems in real situations. Such a change asks for an educational setting which includes sharing ideas and information rather than simply possessing them. Learning through presentation has many problems including few presentation opportunities as well as the reuse of presentation data. This study suggests such strategies as promoting interactions through presentations and the practical use of these strategies in class. For this, the role of the presentation data provider and learner, and strategies to implement the step by step learning support system have been suggested. Using presentations, as described in this study, allow for communication with students outside the original class time and location. The degree of learning students experience through presentations is expected to be high.

• Journal of Korean Ophthalmic Optics Society
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• v.12 no.1
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• pp.75-84
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• 2007

In this study, I developed a teaching-learning model using project learning model which makes the most of PIM(Peer & Instructor Mentoring), Presentation contest, and unification of courses on the field ophthalmic optics. There were several conclusion as followings;. The teaching-learning model considering the unification and organic connections among subjects was efficient to the students' academic achievement. Peer & instructor mentoring system was helpful for students to accomplish their own learning projects. Project learning model with collaboration was useful for the development of students' self-controled learning ability and communicative ability. Project learning model gave its driving force to the better motivation and to the goal achievement. Project learning model was instructive for building up the related theories and concepts on the students' major. In conclusion, project learning model mixed subjects with festival, can be a alternative teaching-learning model.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.285-295
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• 2017

This study was performed to examine the effects of the peer mentoring learning-based program, named preclinical objective structured clinical examination (OSCE), on self-confidence on core basic nursing skills and critical thinking disposition of nursing students. A nonequivalent control group pretest-posttest design was used. The participants were 68 sophomore nursing students of a university in J province. The research period was conducted from February 2016 to February 2017. As a result, OSCE increased self-confidence on core basic nursing skills and critical thinking disposition, compared to the control group. Post self-confidence on core basic nursing skills had positive correlations with post critical thinking. Therefore, we suggest that based on this study findings, further research be done to compare and analyze effectiveness of various peer mentoring learning-based OSCE programs.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.232-238
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• 2006

This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.