• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.432-444
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• 2009

In this study, we investigated the perceptions and the educational needs of pre-service primary and secondary teachers on cooperative learning in science. The survey was administered to 102 seniors at the department of science education in three universities of education and 64 seniors at the department of chemistry education in three colleges of education. The results revealed that the pre-service primary and secondary teachers learned the theories and experienced the practices on cooperative learning through various methods in the several subjects, and especially had many difficulties in appling cooperative learning to the demonstrations and/or the actual science classes. The degree of their understanding on cooperative learning was comparatively high, and the perceptions on the advantage/disadvantage of cooperative learning in science, the willingness practicing it, and the outside aids influencing on implementing it were relatively positive. They highly perceived on the necessities of diverse educations related on cooperative learning in science in pre-service teacher education processes. The willingness implementing cooperative learning in science class was significantly correlated with the necessities of diverse educations. These were also significantly correlated with the perceptions on the advantage/disadvantage of cooperative learning in science, the educational assessments on the advantage/disadvantage of it, and the educational assessments on the outside aids influencing on implementing it, respectively. Educational implications of these findings are discussed.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.306-319
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• 2018

The purpose of this study is to improve a good sense of language through professors' reduced role and university students' cooperative learning with overcoming the limit of existing English teaching materials and learning methods. To analyze the effect of cooperative learning in university general English classes on the improvement of English speaking ability and affective achievement, cooperative learning for English speaking was applied to 50 university students of K university in Seoul for 4 months from March 2 to June 20 in 2018. And then the affective achievement was verified. The results of this study are as follows. Frist, the cooperative learning in university general English classes made a difference in the improvement of English speaking ability (accuracy, fluency, complexity). Second, the cooperative learning in university general English classes made a difference in confidence of learning and interest in learning among the affective achievement but there's no difference in study attitude and learning motivation. Third, the cooperative learning in university general English classes made a difference in the effect of the improvement of English speaking ability (accuracy, fluency, complexity) on the confidence of learning and interest in learning of the affective achievement, but there's no difference in study attitude and learning motivation.

• Journal of the Korea Society of Computer and Information
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• v.23 no.9
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• pp.163-169
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• 2018

Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.6
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• pp.125-130
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• 2010

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. In this study, we have propose an english, math education program to the children of elementary school and cooperative learning program technique was applied to implement the program. By cooperative learning program, learners will be performed at the same time learning cooperatively. Finally, we have implement a prototype of cooperative learning program and take a usability test with elementary school children. A complementary team to score and mixed was found to be most effective.

• Journal of Industrial Convergence
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• v.17 no.4
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• pp.103-115
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• 2019

Background: This study was conducted to identify the experiences of nursing students students who participated in jigsaw cooperative learning in medical terminology classes. Methods: Data were collected through in-depth individual interviews and analyzed using the Colaizzi phenomenological analysis methodology. Results: Six categories emerged through experiences of jigsaw cooperative learning of nursing students. The specific categories are 'two contrasting emotions that exist under consciousness', 'progression towards self-directed learning', 'resurrection of community spirit', 'facing the growing self', 'realistic limits', and 'co-operation that has risen above consciousness'. Conclusion: Jigsaw cooperative learning enhances nursing students' self-directed learning and community consciousness. It is a very useful teaching and learning method that encourages growth through community spirit and cooperation. In the future, we propose a study using jigsaw-cooperative learning in various classes.

• The Journal of the Korea institute of electronic communication sciences
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• v.13 no.5
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• pp.1043-1050
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• 2018

In this paper, we propose a reinforce learning based on cooperative sensing scheme to select optimal secondary users(SUs) to enhance the detection performance of spectrum sensing in Cognitive radio(CR) networks. The SU with high accuracy is identified based on the similarity between the global sensing result obtained through cooperative sensing and the local sensing result of the SU. A fusion center(FC) uses similarity of SUs as reward value for Q-learning to determine SUs which participate in cooperative sensing with accurate sensing results. The experimental results show that the proposed method improves the detection performance compared to conventional cooperative sensing schemes.

• Research in Community and Public Health Nursing
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• v.30 no.1
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• pp.57-68
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• 2019

Purpose: This study was performed to determine effects of a structure-centered cooperative learning safety education program based on blended learning for elementary school students. Methods: The study is developed in nonequivalent control group non-synchronized design. The subjects included 24 sixth grade students in the experimental group and 23 sixth grade students in the control group, respectively. To prevent diffusion of the experiment, it was carried out from May 20th to June 24th in 2015 with the control group and the other from August 26th to September 30th in 2015 with the experimental group. It was performed on experimental group after the structure-centered cooperative learning safety education program based on blended learning once a week for 6weeks. Data were analyzed by using descriptive statistics, paired t-test and independent t-test. Results: After the intervention, the experimental group showed significant increases in the self-directed learning attitudes and safety behavior compared to the control group except for the academic self-efficacy. Conclusion: The results indicate that the structure-centered cooperative learning safety education program based on blended learning program is effective in safety education for 6th graders.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.889-897
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• 2023

This study attempted to examine how participation in a cooperative learning extracurricular program affects the improvement of college students' self-directed learning abilities. In order to operate a cooperative learning extracurricular program, students were recruited voluntarily through the school system. A total of 128 students were selected. They formed groups according to the number of participants and participated in the cooperative learning extracurricular program for 9 weeks. Before the program was implemented and after the program was terminated, a survey was conducted on the self-directed learning ability of participating students through a questionnaire. The effectiveness of the program was examined through pre-post tests of the experimental group. The results are as follow. First, the self-directed learning ability scores of students who participated in the cooperative learning extracurricular program significantly improved. Second, in order to closely analyze self-directed learning ability, the sub-elements of self-directed learning ability were examined, and the scores of self-awareness and learning strategy, which are sub-elements of self-directed learning ability, were found to have significantly increased. However, although scores for learning motivation and learning situations improved, the levels were not found to be statistically significant. Based on these results, we presented discussions for improving college students' self-directed learning ability and ways to revitalize cooperative learning in universities.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.125-134
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• 2002

The purpose of this paper is to analyze the the effect on the academic improvement, applying various teaching methods throughout cooperative teaming in small groups to inspire slow-learners'interest on mathematics and impove capability to solve problems and achievement degree of studies. The subject of the study is as follows: 1. What is the difference of students'interest on mathematics between cooperative learning in small groups and large group learning\ulcorner 2. Is there any difference of slow-learners' achievement degree of studies between cooperative learning in small groups and large group learning?

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.341-349
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• 2014

Purpose: This study was conducted to compare blended practicum with clinical and lab combined e-learning between cooperative and individual group on learning outcomes. Method: A total of 63 junior Nursing students were recruited from C University in G city from May, 2012 to June, 2012. Ten hours lab practicum for two weeks was provided for both two groups during the period of adult nursing practicum. Prior to blended practicum, e-learning was conducted. For cooperative group, two hours off line team learning with a tutor for eight weeks was provided, in other hands, for individual group, any off line team learning was not provided and self study on line was not evaluated by the tutor. Results: The result of ANCOVA showed that critical thinking and self directed learning were significantly improved in the individual group compared to the cooperative group (F=-18.15, p<.001; F=28.12, p<.001). In other hands, clinical competence was significantly higher in the cooperative group than in the individual group (F=16.61, p<.001). Conclusion: Through development of self-leaning facilitating online contents, the blended practicum combined e-learning could be effective in critical thinking, self-directed learning and clinical competence. Further studies about e-learning strategies of off-line learning are still needed.