• Journal of the Korean Society for information Management
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• v.26 no.3
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• pp.239-259
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• 2009

The study aims at investigating students' behaviors and perceptions regarding the collaborative learning based group project using the wiki environment. The study utilized Google Sites as a case, and analyzed file unloads, the use of web pages, navigation bars, and comments as well as surveys. The study discusses main characteristics of students' activities in the collaborative learning group project, which are drawn from the analysis of students' behaviors and perceptions. The study also provides implications for improvement of wiki environment to support collaborative learning in education.

• Journal of KIISE:Software and Applications
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• v.31 no.10
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• pp.1259-1265
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• 2004

In many applications, producing labeled data is costly and time consuming while an enormous amount of unlabeled data is available with little cost. Therefore, it is natural to ask whether we can take advantage of these unlabeled data in classification teaming. In machine learning literature, the co-training method has been widely used for this purpose. However, the current co-training method requires the entire features to be split into two independent sets. Therefore, in this paper, we improved the current co-training method in a number of ways, and proposed a new co-training method which do not need the feature split. Experimental results show that our proposed method can significantly improve the performance of the current co-training algorithm.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.73-85
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• 2016

When using computer-supported collaborative learning(CSCL) tool where learners with different perspective are discussing in the same place, it is difficult to catch connection between specific position of learning content and written message by learners, share each other knowledge and opinion. This study investigated the phenomena responsible for causing "Un-shared knowledge" by literature research and designed collaborative representation tool based on described principle. A version of the Mediated annotation tool was developed for each problem identified and was subsequently tested by software evaluation standard and F.G.I. Final mediated tool will contribute to overcome knowledge sharing barriers, facilitate communication among students and describe high quality solution.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.120-127
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• 2020

The purpose of this study was to examine related variables that improve learning outcomes in collaborative learning. Based on literature reviews, emotional intelligence was used as a variable of personal character, communication ability and collective intelligence were used as variables in learning process, and learning satisfaction, and persistence were used as variables of learning outcomes. Data were collected from 3,475 students at A university, and were analyzed using structural equation modeling. The results of this study are as follows: First, it turned out that emotional intelligence had a significant and positive impact on communication ability, collective intelligence, learning satisfaction, and persistence. Second, communication ability influenced collective intelligence and persistence positively. Third, collective intelligence influenced learning satisfaction and persistence positively. Fourth, learning satisfaction had a significant and positive impact on persistence. These findings offer basic data for collaborative learning by revealing the structural relationships among related variables that improve learning outcomes in collaborative learning of college students.

• 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.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• Proceedings of the Korea Contents Association Conference
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• 2004.11a
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• pp.11-16
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• 2004

e-Learning has been expected as a new educational method and paradigm in knowledge information society. However e-Learning industry has not been in tremendous development on the contrary to people's expectations. Up to present time, collaborative learning is one of the learning approaches that promote active participation and engagement in learning. Learners can set up common goal, accomplish collaborative activity to solve the problem, and achieve individual and group goals while group work. In this paper, we present collaborative e-Learning environment to improve interactions among learners and identify the roles of collaborative learning agent to promote learner's learning activity.

• Archives of design research
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• v.20 no.1 s.69
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• pp.155-166
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• 2007

This study is about an interface design supporting collaborative learning activities in online environment in which people exchange their knowledge and give feedback on personal storytelling to each other. Interface design issues from the viewpoint of Computer Supported Collaborative Learning (CSCL) on digital media design are considered. Based on collaborative learning theories and analysis on the existing online collaborative sites about digital media, such as online forums for digital pictures and films, interface guidelines are suggested and the interface is designed. The interface design is evaluated through a pilot test. The interface for collaborative learning on personal storytelling is designed to support observation and to provide a scaffolding for valuable conversation. It is also designed to help intersubjectivity of online conversation and an easy access to media.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.95-116
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• 2017

This study investigated whether applying the Project-Based Learning in LIS education affects students' self-efficacy for group work in a positive direction and if the authenticity of the project has any relationship with their self-efficacy for group work. 26 students were surveyed before and after they took the "Evaluating Digital Library Systems" course with the same set of questions asking about their perceptions on the individuals' capabilities to successfully perform group tasks and their perceptions about the project's authenticity. The paired sample t-test showed statistically significant differences between the results of the pre- and post-test, in terms of their capabilities as a leader as well as exchanging, evaluating, and integrating ideas when performing group activities. In addition, the authenticity of the project's task shows some correlation with subfactors of students' self-efficacy for group work.

• 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.