• Journal of Digital Convergence
• /
• v.11 no.11
• /
• pp.693-704
• /
• 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.

• Journal of Digital Convergence
• /
• v.19 no.4
• /
• pp.1-8
• /
• 2021

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students' academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

• Journal of the Korean Society for Library and Information Science
• /
• v.48 no.3
• /
• pp.193-215
• /
• 2014

This study examines undergraduate nursing students' user satisfaction and affective experience of collaborative information behavior in a group-based learning through survey method to see the relationship between these factors. For this purpose, the affective experiences (positive and negative aspects) of collaborative information search were examined using the PANAS scale through the same questionnaire. Correlation between students' experiences of collaborative information search and affective aspects were examined, and statistical significance using the t-test were also conducted to measure the relationship among students' demographic factors, experiences of collaborative information search and affective aspects. The results revealed that there was a significant correlation between experiences of collaborative information search and affective aspects. Also, there were significant relationships among students' demographic factors, experiences of collaborative information search and affective aspects. In particular, there were signigicant differences in students' overall satisfaction of collaboration and positive aspects between male and female students who experienced collaborative information search. This study found out the possibilities for a follow-up study for affective aspects in collaborative information behavior.

• Journal of Convergence for Information Technology
• /
• v.12 no.3
• /
• pp.158-170
• /
• 2022

The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.

• Journal of Convergence for Information Technology
• /
• v.10 no.1
• /
• pp.120-127
• /
• 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 Computing Science and Engineering
• /
• v.9 no.2
• /
• pp.98-107
• /
• 2015

Hierarchical constraints and constraint satisfaction were analyzed in order to solve the problem of conflict detection in collaborative design. The constraints were divided into two sets: one set consisted of known constraints and the other of unknown constraints. The constraints of the two sets were detected with corresponding methods. The set of the known constraints was detected using an interval propagation algorithm, a back propagation (BP) neural network was proposed to detect the set with the unknown constraints. An immune algorithm (IA) was utilized to optimize the weights and the thresholds of the BP neural network, and the steps were designed for the optimization process. The results of the simulation indicated that the BP neural network that was optimized by IA has a better performance in terms of convergent speed and global searching ability than a genetic algorithm. The constraints were described using the eXtensible Markup Language (XML) for computers to be able to automatically recognize and establish the constraint network. The implementation of the conflict detection system was designed based on constraint satisfaction. A wind planetary gear train is taken as an example of collaborative design with a conflict detection system.

• Educational Technology International
• /
• v.13 no.1
• /
• pp.207-231
• /
• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Journal of Digital Convergence
• /
• v.15 no.11
• /
• pp.67-76
• /
• 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.

• 대한공업교육학회지
• /
• v.34 no.2
• /
• pp.267-285
• /
• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.

• Journal of the Korean Society for Library and Information Science
• /
• v.50 no.3
• /
• pp.133-153
• /
• 2016

The objective of this study was to promote the use of collaborative digital reference service by identifying factors that affect user satisfaction and developing improvement measures based on the findings. Data were collected via a questionnaire administered to the users of the "Ask a Librarian" service and a survey to analyze the frequency and patterns of usage of the service. The survey analyzed the associations among subjects' demographic characteristics, information seeking patterns, factors that influence user recognition, service satisfaction, and follow-up intentions via responses to the questionnaire. Rapidity answers in factors of service satisfaction is found that the high impact of positive (+). According to the result of statistical analysis, the priority of service improvement strategies of digital reference service were suggested.