• Archives of design research
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• v.14
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• pp.141-150
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• 1996

In recent years space planning for modern city has been accomplished through scientific high technique and computer supported collaborative work. Relatively human being is treated as a component of the space or whole building and according to the social structure people tend to prefer private space. The necessity of the open space as an active place is emphasized now because the interaction created between users of the space and the nature, surrounding environment can influence on improving quality of outdoor life and giving the place specific identity. In this paper three ways of analyses of components which compose the open space are studied. Especially through the process of analyses derived from differenet areas, the necessity of communication model in collaborative work is proposed.

• (The) Korean Journal of Educational Psychology
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• v.22 no.2
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• pp.461-478
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• 2008

This study attempted to test whether or not students' collaborative argumentation and explanation activity while using concept mapping did improve understanding on texts. Total of 52 college students participated in this study. They were randomly assigned to one of four experimental conditions. The experiment lasted for two or three weeks and students were tested on comprehension level of a text material that they have studied over the period. As a result, with two independent factors of explanation and collaboration, there was a significant interaction effect without main effects. That is, individual did better when they did have to explain what they were doing. However, this is not the case when students collaborate. Students in the paired condition, they did better when they do not have to explain what they were doing with concept maps. This study showed efficiency with using computerized software does not always guarantee higher understanding on text materials. Instructional contexts and variables, collaboration and explanation, needs to be considered. Collaborating with others and explaining their own learning processes should be carefully designed when they are combined with concept mapping contexts. How to minimize learning obstacles from discussing ideas with others are a critical issue for future research.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.468-483
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• 2021

The purpose of this research was to analyze the impact of Collaborative Problem solving for Character competency (CoProC) applied science classes on the character competence and scientific affective characteristics of vocational high school students. To achieve this, two junior classes of chemical industry majors in a vocational high school, were selected as the experimental group with 43 participants, and character competence test, scientific affective characteristic test, group discussion voice recordings, reflection activity sheets were analyzed. Based on the results of the study, the experimental group showed a statistically significant differences in value for the total character competence test score compared to the control group, and it had statistically significant differences in the nine lower character competence factors. Based on the results of the scientific affective characteristic test result, the experimental group was higher in total score to a statistically significant degree compared to the control group, and showed a statistically significant difference in seven of the lower factors, excluding consistency in interest. Therefore, science classes with CoProC applied were effective in cultivating the character competence and enhancing the scientific affective characteristics of vocational high school students.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of Information Technology Applications and Management
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• v.15 no.4
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• pp.159-188
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• 2008

This study suggests strategies which can enable to creation of new opportunities of competitive advantages while operating a long lasting and consistent business with major trading partners, based on interorganizational information systems (IOISs) specially established and installed for interorganizational transactions. Nowadays, IOISs based mechanism having been widely expanded as a conventional business infrastructure for the interorganizational transactions and/or exchanges, it is customary difficult to obtain any strongly sound advantage over the competitors who have adopted even the simplest deployment of the IOIS mechanisms. In this connection, this study intends to investigate the interorganizational collaborative activities conducted by under the auspicious of IOISs, focused on the prospect of the exploitation of IOISs rather than the implementation of the IOISs. In this study, we, firstly, suggest the concept of Electronic Collaboration which can be defined by the collaborative activities conducted by IOISs, compared to the ones conducted on off-line. In addition, we suggest the Electronic Collaboration as a multi-dimensional concept, constituted by three sub-constructs, the Electronic Information Sharing (EIS), the Electronic Joint Activity (EJA), and the construction of the Electronic Relational Knowledge Store (ERKS). Secondly, we empirically verify the effects of relational and environmental determinants on the Electronic Collaboration. In this study, the relational determinants relate to the variables created in interorganizational relationship like Trust, Influence, Relational Specific Asset-asset invested for the transaction-, and Continuity of the relationship. On the other hand, the environmental determinants relate to the variables surrounding the relationship which are difficult to control. We consider Product Complexity, Technological Uncertainty, and Market Variability as the domain of the environmental determinants. To test our hypotheses, we conducted both paper-based survey and online-based survey. After refining the data with missing responses, a total of 150 data was used for analysis. The results were as follows : Firstly, it is statistically significant that the Electronic Collaboration is composed of EIS, EJA, and ERKS. In particular, the results imply that the firms are able to accumulate relational knowledge base as well as to exchange information or knowledge, and to conduct joint activities through effort to further expand the Electronic Collaboration. Secondly, we have verified the individual effects of the relational and the environmental determinants on the Electronic Collaboration. Product Complexity has been revealed as the most influential variable affecting the Electronic Collaboration. Next, Interorganizational Trust and Technological Uncertainty, in that order, have been seen to have significant effects on the Electronic Collaboration. In other words, when products or services seem to be difficult to standardize, and the core technologies seem to rapidly change, the need for the Electronic Collaboration increase. In addition, the observation dictates that the interorganizational trust turns out to be a critical variable in building a relationship and in seeking further collaboration. The results, further, illustrate that the environmental determinants are relatively more effective than the relational determinants, which is not consistent with a few prior researches relational determinants emphasized. It is because this study doesn't consider the size of the firm. A few researchers have given an emphasis on the relational determinants like trust and influence, especially from the perspective of small firms in interorganizational relationship. However, in our study, where all the sizes of the firms are contained, electronic collaboration is considerably affected by the environmental determinants.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.498-508
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• 2012

The purpose of this study is to develop an e-PBL prototype using IMS Learning Design(IMS LD). The e-PBL prototype using IMS LD included 1) developing learning contents and learning activities together, 2) designing learning contents and learning activities which are appropriated to learning outcome and students' roles, and 3) designing the expected notification supporting learners' activity and lessening the engagement of instructors in a process of e-PBL. The implications of this prototype are to expand the boundary of e-learning design for contents-oriented design to activity-oriented design and to suggest the possibility of adaptive and collaborative e-learning.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.404-414
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• 2017

With the development of smartphones and online social networks, users produce a lot of contents and share them with each other. Therefore, users spend time by viewing or receiving the contents they do not want. In order to solve such problems, schemes for recommending useful contents have been actively studied. In this paper, we propose a contents recommendation scheme using collaborative filtering for users on online social networks. The proposed scheme consider a user trust in order to remove user data that lower the accuracy of recommendation. The user trust is derived by analyzing the user activity of online social network. For evaluating the user trust from various points of view, we collect user activities that have not been used in conventional techniques. It is shown through performance evaluation that the proposed scheme outperforms the existing scheme.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.sup2
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• pp.19-24
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• 2016

Quitline activity in Rajasthan, India is a voluntary activity of Rajasthan Cancer Foundation (RCF) since April 2013. To kick-off, it took the benefit of the State Government- PIRAMAL SWASTHYA (PS)1 collaborative 104 Health Information Helpline that existed already in public-private partnership. It is a reactive quitline that helps callers through the counselors and nursing staff trained specifically through the weekly sessions held by the first author, the RCF resource on quitline. Besides structuring of the scripts for primary intervention and follow-ups after 1 week, 1 month, 6 months and a year, he also monitors calls, advices and coordinates with the supervisors to manage and analyze the data base, and reports to the PS lead at the Jaipur Center on overall performance and to plan strategic communication with the State Government on its outcomes. The quitline has limitations of its informal existence through a voluntary effort of RCF, no specific resource allocation, suboptimal data management, minimal awareness in the masses due to poor IEC (Information, Education and Communication; except its efforts made by RCF in last 1 year through the government-run State TV and City Radio) and staff shortage and its attrition due to lack of plan for career advancement. Despite these challenges in the year 2013, the quit line has registered a quit rate (for complete abstinence) of 19.93% amongst 1525 callers. The quit rate were 58.01% (304/ 524) among the responders at the 3rd follow-up at 18 months (in September 2014)2. In view of an increase in quit rate by 5- 9 times over the prevailing quit rate in the former ever daily users [both smokers and the users of smokeless tobacco (SLT)], efforts are being made by RCF in concurrence with PS to have this cost-effective model established formally with optimal resource allocation in collaboration with willing agencies (the State and Central Governments and the International Quitline Agencies) and its replication in 4 more states where PS is collaborating with the respective state governments similarly (Assam, Chhattisgarh, Jharkhand and Karnataka).

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.451-462
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• 2017

This study selected 3D printing that is highly likely to be adopted in schools. This research was conducted in two stages: 1) proposing the learning activity framework for utilizing 3D printing in education, and 2) exploring the potential of integrating 3D printing in the school field. The '3D printing learning activity framework' proposed in this study includes four phases that are categorized according to the complexity of problem-solving processes and collaborative interaction: Step 1 as production through replication, Phase 2 as means of imaginary expression, Phase 3 as near problem-solving, and Phase 4 as expanded problem-solving. Next, we conducted the field study with 23 students in the 6th grade math class where they learned the various solid shapes and volumes through 3D printing-integrated activities. The lesson was considered as Phase 1, which is the production through replication. Overall, the results showed that the participants had positive perceptions about the efficacy of 3D printing activities, the quality of learning experience, and satisfaction. On the other hand, it was found that the usability of 3D printers and CAD program needs further improvement The contribution of this study can be found in the learning activity framework that can guide 3D printing activity design in school, and in the exploration of enhancing the connection between 3D printing activities and curricular relevance beyond simple interest toward a novel technology.