• Journal of information and communication convergence engineering
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• v.1 no.2
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• pp.74-81
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• 2003

There are many researches on visual languages, but the most of them are difficult to support various collaborative interactions on a distributed multimedia environment. So, this paper suggests a collaborative visual language for interaction between multi-users. The visual language can describe a conceptual model for collaborative interactions between multi-users. Using the visual language, generated visual sentences consist of object icons and interaction operators. An object icon represents a user who is responsible for a collaborative activity, has dynamic attributes of a user, and supports flexible interaction between multi-users. An interaction operator represents an interactive relation between multi-users and supports various collaborative interactions. Merits of the visual language are as follows: supporting of both asynchronous interaction and synchronous interaction, supporting flexible interaction between multi-users according to participation or leave of users, supporting a user oriented modeling, etc. For example, an application to a workflow system for document approval is illustrated. So we could be found that the visual language shows a collaborative interaction.

• Korean Management Science Review
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• v.20 no.2
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• pp.81-93
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• 2003

These days we come across many wicked problems whose solutions are beyond individuals intellectual ability. These problems can be resolved through collaborative group interaction. We developed an internet-based asynchronous group interaction support system, after looking into the collaborative problem solving process and the IBIS (Issue-Based Information System) argumentation model. It has the following characteristics ; 1) it is developed based on the modified IBIS model which is a model for group interaction to resolve wicked problems ; 2) it supports both processes of seeking and comparing solutions, while most similar systems do not have a feature to support the latter process ; 3) different structures can be defined dynamically according to the purpose of group interaction, so that it could be used for collaborative problem solving in a specific domain. To show the usability of the system, we carried out an experiment, whose result is shown at the end.

• The Mathematical Education
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• v.42 no.5
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• pp.607-622
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• 2003

The research was aimed at finding the dynamic aspects of the linguistic and social interaction with mathematical concept development using a graphing calculator in collaborative learning. This study was broadly divided into two categories: "Knowledge Construction Statement" for understanding how the verbal interaction works when a graphing calculator is used, and "Teacher's Instructional Role" for the research on the reaction of the students and on the teacher's role as a guide in helping students to construct their knowledge. This research used a case study in a collaborative learning environment. An attempt was made to show clearly how the students interacted with one another in a technology environment using a graphing calculator as a tool. A graphing calculator promoted the students' linguistic interaction and changed the characteristics of the linguistic interaction. Although it didn't show the different aspects completely, some changes of the linguistic traits were perceived.aits were perceived.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.1-15
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• 2006

The purpose of this study is (1) to investigate how children's peer interaction type and joint problem-solving performance differ, depending on a partner's age, in such a situation as they are asked to solve problems with their peer and (2) to investigate relationship between children's peer interaction type and joint problem-solving performance. Results reveal that children's problem-solving performance receives more benefit in the interactions with older peers, rather than those with younger ones. It can also be improved by higher level of collaborative interactions such as abstract collaborative explanations in joint activities. It is influenced positively by collaborative interactions, expecially when the children are in the same age groups. Results here were discussed in terns Piagetian and Vygotskian theories.

• Educational Technology International
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• v.9 no.2
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• pp.79-95
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• 2008

This paper aims to investigate modeling scripts based on the mode of group interaction in a computer-supported collaborative learning environment. Based on a literature review, this paper assumes that group interaction and its mode would have strong influence on the online collaborative learning process, and furthermore lead learners to create and share significant knowledge within a group. This paper deals with two different modes of group interaction- distributed and shared interaction. Distributed interaction depends on the external representation of individual knowledge, while shared interaction is concerned with sharing knowledge in group action. In order to facilitate these group interactions, this paper emphasizes the utilization of appropriate CSCL scripts, and then proposes the conceptual framework of CSCL scripts which integrate the existing scripts such as implicit, explicit, internal and external scripts. By means of the model regarding CSCL scripts based on the mode of group interaction, the implications for research on the design of CSCL scripts are explored.

• 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.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.216-233
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• 2019

The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

• The Journal of Industrial Distribution & Business
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• v.10 no.2
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• pp.25-37
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• 2019

Purpose - The goal of this study is to analyze the differences in education performances between students of the government's financial support program and those who do not receive support at a local university in Korea. Research design, data, and methodology - The questionnaire used was NASEL. NASEL is considered a highly suitable survey tool for professors, courses, and performances in Korean universities. The 290 students who participated and 44 students do not participate in the financial support program were surveyed for 10 days. The characteristics of students were investigated by frequency analysis and technical statistics. The analysis of student collective characteristics used independent t and f-tests,and one-way ANOVA with IBM SPSS Statistics 22.0 for statistical purposes. Results - The p-value of the group receiving financial support and the group without financial support in active-collaborative learning is 0.167. The p-value of the economically supported group and the non-supported group of the faculty-student interaction is 0.281. The confidence coefficient of the active-collaborative learning questionnaire is 0.861. The reliability coefficient of the questionnaire for the faculty-student interaction questionnaire is 0.871. Conclusions - There are no clear differences in active-collaborative learning and faculty-student interaction between participating and non-participating students in the economic program.

• 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.

• 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.