• International Journal of Control, Automation, and Systems
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• v.4 no.6
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• pp.725-735
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• 2006

This paper deals with the problem of self-learning cooperative motion control for the pushing task of a humanoid robot in the sagittal plane. A model with 27 linked rigid bodies is developed to simulate the system dynamics. A simple genetic algorithm(SGA) is used to find the cooperative motion, which is to minimize the total energy consumption for the entire humanoid robot body. And the multi-layer neural network based on backpropagation(BP) is also constructed and applied to generalize parameters, which are obtained from the optimization procedure by SGA, in order to control the system.

• The Journal of the Korea Contents Association
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• v.7 no.11
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• pp.248-257
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• 2007

With the advance of information technology, e-learning is widely used. However, due to the lack of human computer interaction, e-mentoring or blended learning are adopted to complement the drawbacks of e-learning these days. One of the common purposes for adopting these tools is to enhance the interaction level by using bbs or blogs based on e-communities. If the cooperative learning contents management tools that share learners' knowledge in e-learning are provided, interactivity and educational effects can be enhanced. In this paper, a tree-based learning contents construction tool and a community-based cooperative learning contents construction tools that can share the learners' knowledge are proposed. Also, we analyze the influencing factors to the learners by using the proposed tools.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.635-644
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• 1999

The effect of cooperative learning in a heuristic approach (four stage-problem solving strategy) that also emphasized molecular level representation was studied. Three high school classes (N=130) were randomly assigned to St group (using strategy individually), St-Co group (using strategy in cooperative group), and control group. After instruction, students' multiple-choice problem solving ability, strategy performing ability, and the perception of involvement were compared. Students' preferred instruction type was also examined. Although multiple-choice problem solving ability were not different significantly, a significant interaction between the treatment and the previous achievement level was found in strategy performing ability. Analysis of simple effects indicated that the medium-level students in the St group performed better than those in the St-Co group. In the perception questionnaire of involvement. however, the scores of the St group were significantly lower than those of the control group. The instruction type that students most preferred was also St-Co.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.297-308
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• 2008

This study developed career education program applying cooperative learning structures (Kagan, 1993, 1995, 1997), and tested its effect on elementary school children's career development. Sixth grade students of 2 classes were divided into experimental and control group, and 14 sessions of the program were applied to the experimental group for 8 weeks. Career development test(Lee, 2005) were performed before and after the program. Students in both groups were retested 3 months after the post-test to test continuing effects of the program. Score tendencies and their differences between experimental group and control group of children in 3 career development areas - self-awareness, educational and occupational exploration, and career planing - were tested and the results are as follows: development of 3 areas of self-awareness, educational and occupational exploration, and career planing were consistently increasing along the experimental sequence in experimental group, while the development of 3 areas showed no changes or declining tendencies in control group. Self-awareness and educational and occupational exploration did not show the statistically significant differences between the groups. Meanwhile, the career plaining showed statistically significant difference between the groups in post-test, meaning that the career education program with cooperative structure has positive effects on the career planing in 6th grade students.

• Journal of Engineering Education Research
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• v.19 no.6
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• pp.57-62
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• 2016

In this work, we present a case study of using the assessments for the enhancement of students' learning motivation in engineering education. The assessments, given in between summative assessments such as midterms and finals, may have a component of formative evaluation, which are reported as very effective tools as the sources of feedback to improve teaching and learning. We studied how the students' performance is improved by additional tests in engineering education. Also, we examined the factors of successful results of the cooperative learning model, Student Teams-Achievement Division, which is based on imposing a number of tests, achieved in our previous work.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.8-14
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• 2006

This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.160-169
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• 2022

This qualitative study aimed to investigate ways to improve effective cooperative learning from students' perspective by understanding and analyzing the learning experiences of nursing students who participated in a collaborative problem-solving learning model. Data were collected through focus group interviews and reflection journals of six second-year nursing students from G-university in J-city who participated in a collaborative problem-solving learning model course. The interview data were analyzed and divided into 3 categories and 10 subcategories according to the six-step thematic analysis method proposed by Braun and Clarke. The results of analyzing the interviews were considered based on three areas: preparation before learning, the process of collaborating as a cooperative learning experience, and solutions and expectations after learning. The participants felt frustrated because collaborative problem-solving took more time for individual learning than traditional methods did and would not allow them to check the correct answers immediately. However, they gained new experiences by solving problems and engaging in discussions within their learning community. The participants' expectations included material that could help their learning, measures to prevent free-riders, and consideration of the learning process in evaluation factors. Although this study has sample limitations by targeting nursing students in only one region, it can be used to help operate collaborative problem-solving classes, as it reflects the real experiences and opinions of students.

• Educational Technology International
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• v.11 no.1
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• pp.145-169
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• 2010

Many universities are searching for educational methods to cultivate problem-solving ability and cooperative learning ability or already trying to implement them. Problem Based Learning(PBL) and Action Learning(AL) are effective teaching and learning methods to cultivate men of talent qualified for problem-solving and cooperative learning abilities that universities are seeking after. PBL and AL have something in common in that learning is accomplished while learners are solving the authentic problem. But, in spite of this similarity, PBL and AL have differences. However, most literatures and cases on these two models introduce only the outline of commons and differences and do not provide teachers with actual helping aids to select a model appropriate for the actual design or operation of classes. Accordingly, many teachers usually select and utilize a familiar model rather than select a proper model to the nature of a subject and the educational goal. Teaching and learning methods or learning environment should be selected appropriately to the educational goal. This study indicates the characteristics of PBL and AL that are being introduced and utilized as a principal teaching and learning method of college education and then shows how this method can be realized in the university by comparing the cases of classes applied in two methods.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.61-70
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• 1998

This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.