• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.471-482
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• 2019

The purpose of this study was to analyze the effect on the level of subject interest and interaction when supporting scaffolding considering learner characteristics in PBL. For the study, the participants were 86 college students. The research procedure was as follows. First, we divided the experimental group and the comparative group. A primary PBL was used to measure prior levels of subject interest and interaction. Secondary PBL was performed to verify treatment effect. In the second PBL, the experimental group received cognitive, metacognitive, and motivation scaffolding that reflected the learner's characteristics. The control group received random scaffolding. Subject interest and interaction were measured after the end of the second PBL. Collected data were analyzed using ANCOVA. As a result, the interest and interaction level of the experimental group was analyzed to be higher than that of the control group.

• Educational Technology International
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• v.20 no.2
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• pp.223-255
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• 2019

The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

• International Journal of Contents
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• v.15 no.4
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.35-40
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• 2019

The purpose of this study was to investigate the effects of learners' academic achievement and learner interaction through project - based learning. In the case of interaction, we focused on the field of learning, that is, the learner's communication style in various technical environments. The subjects of this study were 80 learners who took a 3-hour elective English language learning course at a university in Korea. This study is to investigate the effect of learner interaction through KakaoTalk and LMS (Learning Management System). As a result of the study, it was found that there was a significant difference between learner interaction by project - based learning and communication type and kakao talk utilization group and LMS (Learning Management System) group. 1) The results of the kakao talk utilization group were significant in both the learner interaction and the learner's academic achievement according to the project - based learning and communication type. For current digital native learners, Kakao Talk is the result of the fact that it is the optimal environment for problem solving, communication, and uploading and sharing of educational activities.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.06a
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• pp.657-660
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• 2007

With progress of informationalization, education has been transformed from traditional uni-direction education to bi-directional and consumer-oriented education, which is performed by learner's self study and interactive education of multiple dimension between a learner and contents, between a learner and a teacher, and between a learner and a learner irrespective of space-time. According to this trend, a new education method has been required. Therefore, in this paper, we will propose real-time consumer-oriented distance education system of making interaction maximum using WBI. In this system, a learner can participate in an individual study case by multiple interaction with a learner's designing and plaining study, and also participate in group study case by way of discussion and conversation among participants.

• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.2
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• pp.194-211
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• 2001

This study was conducted to investigate the effects of cooperative learning applying Jigsaw II on learner's self-regulated learning ability, achievements, self-esteem & cooperation. 12 graders were assigned to experimental group(applying Jigsaw II treatment) & control group(applying traditional instructional treatment). Experimental group was trained to ask comprehension & thought-provoking questions on the material when in tutor role & to explain material to group members when acting as tutee. Tutorial sessions followed over 8-week treatment. As a results, Experimental group outperformed control group on ability to construct learner's self-regulated learning ability, achievements, self-esteem & cooperation both during their tutorial interaction & on written measures.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.65-77
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• 2003

This paper presents a model for supporting the adaptive interaction between the computer and the learner. To design an adaptive interaction model, the strategy to support the adaptive interaction in the web-based educational system was established. And then. the necessary components for executing each strategy were selected. Also. the logical relations among the components were verified. To verify the effectiveness of the proposed adaptive interaction model, we applied the existing web-based courseware and the new courseware using the adaptive interaction models to two groups respectively, and then measured the performance of each group. Experimental results reveal that the adaptive interaction model actually has positive effects on the learning activities of the learner.