• Journal of Engineering Education Research
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• v.13 no.2
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• pp.12-15
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• 2010

Learning community is one of the important pillars of the education in knowledge-based society. How to encourage students' spontaneous participation to the learning community is one of the actual problems to solve for the revolution of the education scheme. In this paper we introduce a strategy to boost the activity of the learning community, which works in the on-line space. The keys for the on-line supporting system for the learning community are to have communication space, trading space and connection with industry. To support activities of each space, we provide an on-line web site which includes a community module, a knowledge market module and an industrial commentary module. Students can start their self-leading study in the communication space, and they can also practice skills for the knowledge management in the knowledge trading space. Through the connection space, they can learn more from the real world critics with help of industry.

• Educational Technology International
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• v.6 no.2
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• pp.101-111
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• 2005

This study was to examine effects of On-Line Community Assisted Small Group Peer Tutoring(OCSPT) on university students' learning strategies. To achieve the purpose, twenty-eight university students were randomly selected. Fourteen students participated in OCSPT and they were divided into small groups consisted of 2 to 5. Students in experimental group participated in OCSPT for total thirty-four hours during sixteen weeks. There is no treatment for the other fourteen students in control group. To measure students' learning strategies, Motivated Strategies for Learning Questionnaire (MSLQ) shorts has been used. The result revealed that students in experimental group showed higher possession than control group in resource-management strategy(p<.05). However, there were no significant difference between both groups in cognitive and motivative strategies.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.3-14
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• 2013

The previously developed practical inquiry activity supporting tools, deduced from the design principles and implementation principles based on the study of precedent researches and theories, applicable to conceptual learning in engineering education were implemented to an on-line learning community, a web-based Windows application, to find out its effectiveness in actual classroom situation through experimental research. The On-line learning community includes the inquiry activity menu to implement learning procedure of inquiry based conceptual learning, the functions supporting the communication among participants, the information sharing function, the scheduling function of class and inquiry activity, the mentoring function, and the evaluation of on-line activities of learners. Experimental study were also conducted in order to analyze the effects of inquiry activity supporting tools on inquiry based conceptual learning in engineering education.

• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Journal of the Korean Institute of Intelligent Systems
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• v.17 no.1
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• pp.39-45
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• 2007

In this paper, we developed an intelligent web based e-learning system based on multi agents. To do development of the system, we applied an inclination test that is based on the education theory to do grouping the desirable e-learning community. The proposed system, Intelligent Web based e-learning Multi Agent System (IMAS), is used the multi agents paradigm including learning manner by neural network for grouping of e-learning community and a new distributed multi agent framework proposed here.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.3
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• pp.17-28
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• 2011

Backgroud & Objectives: The purpose of the study was to develop an innovative blended learning method on life style and health promotion and evaluate the educational effects for university students. Methods: The blended learning was developed to combine face-to-face lecture(off-line lecture) and on-line lecture that applied the subject of life style and health promotion. This course is a coordinated effort towards providing 5 topics of lifestyle such as smoking, alcohol, exercise, diet, and stress management. This has been verified by an expert in the field of nursing, education, e-learning technician and students. Participants were different part of university students (n=28) with major enrolled in a general culture course for 2 credits which composed of 8 sessions of each 2-hour in the first semester of 2010. The study was a one group posttest design. A self-report about health knowledge, attitude, and health behavior was organized by content analysis after the sessions. Results: Positive feedbacks from students were reflected in the outcome. Student regarded good lifestyle as being the most important. Student concerned those on-line lectures are not only available at most time and site, but also good for individualization, visual understanding and interest. Face-to-face lecture provided student a chance to integrate with knowledge and experience and had desire to improve good lifestyle and health promotion. Conclusions: The blended learning method on good lifestyle and health could make a best use of improvement for knowledge, attitude and behavior concerning. It is needed to identify the long term effects of a blended learning for further study.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.541-552
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• 2012

The purpose of the study was to investigate the effects of On-Line Community Assisted Team Learning (OCATL) activities on academic achievement and team member's Shared Mental Model(SMM) subscale scores. Two studies were conducted over two semesters in different universities. The first study was aimed at examining the effects of OCATL on university students' academic achievement using pre- and post- experimental design. For this experiment, 133 university students composed of 80 male and 53 female students from 13 colleges participated. The OCATL activities included the orientation of OCATL, seminar on collaborative learning, on-line community assisted team learning with sixteen hour participation during one semester and a final report (or a term paper). To measure these students' academic achievement, their pre- and post-semester's GPA were compared. The results of paired t-test revealed a significant difference in academic achievement (p<.05). The second study was designed to compare the scores of SMM subscales of the experimental group with the OCATL activities and those of the control group without using OCATL activities. The data was collected using the scale of Shared Mental Model(SMM)-short version developed by Johnson in 2011[18]. For this study, 74 participants from 10 teams served as an experimental group and 15 teams which were not exposed to OCATL activities served as a control group. The MANOVA results showed that SMM subscores of two groups measured after the experiment were statistically significantly different: The experimental group with the OCATL activities showed high scores on general task and team knowledge, general task and communication skills, attitudes toward team and task, team dynamics and interactions, team resources and working environment, and satisfaction with the team.

• Asia pacific journal of information systems
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• v.16 no.4
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• pp.179-202
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• 2006

The objective of this study is to identify the impacts of communication reinforcement on performance of learning in Web-PBL. Communication reinforcement is defined as the combination of information sharing and co-construction. As factors facilitating communication reinforcement, we propose learner's characteristics, task characteristics, and group characteristics. Learner's characteristics are collaboration-orientation, openness, holistic approach, and online community-orientation which reflects e-learning environment. Collaboration-oriented tasks as group projects were developed and given to groups with 5-6 members. The group characteristics are categorized into 'horizontal' and 'vertical', according to the patterns of communication between a group leader and members. To verify empirically the proposed research model, an experimental design was performed to learners who took on-line and off-line courses with group projects. We found important results as follows; First, field dependence has positive impacts on information sharing, and online community-orientation has positive impacts on co-construction. These results correspond with prior studies on relationship between field dependence and collaborative learning. Second, collaboration-oriented task directly impacts on information sharing, and indirectly affects co-construction, This result implicates that information sharing is pre-requisite of co-construction. Third, 'horizontal' was identified as a factor giving positive effects on information sharing and co-construction. This result implies that horizontal communication is very important to facilitate communication reinforcement.

• The Korean Journal of Ecology
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• v.23 no.2
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• pp.89-100
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• 2000

On community data. sampled in regular intervals on a long-term basis. artificial neural networks were implemented to extract information on characterizing patterns of community changes. The Adaptive Resonance Theory and Kohonen Network were both utilized in learning benthic macroinvertebrate communities in the Soktae Stream of the Suyong River collected monthly for three years. Initially, by regarding each monthly collection as a separate sample unit, communities were grouped into similar patterns after training with the networks. Subsequently, changes in communities in a sequence of samplings (e.g., two-month, four-month, etc.) were given as input to the networks. After training, it was possible to recognize new data set in line with the sampling procedure. Through the comparative study on benthic macroinvertebrates with these learning processes, patterns of community changes in chironomids diverged while those of the total benthic macro-invertebrates tended to be more stable.

• Journal of the Korea society of information convergence
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• v.6 no.2
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• pp.15-22
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• 2013

Applying iterative learning utilizing SNS & Community to the class for pre-kindergarten teachers, the effectiveness of teaching satisfaction, self-efficacy, and curriculum understanding was verified. A iterative learning model utilizing SNS & Community in teachers leading traditional off-line teaching at college education field was applied separately into thinking to one-self by advance organizer, thinking together by presentation in the beginning of the class, and sharing the thoughts by community activities after the class. Iterative learning begins by being sent SNS to students from teachers before the class, but learners for themselves subsequently start to proceed self-directed learning activities. As a result, class satisfaction and understanding of pedagogy have been increased, and it had a positive influence on self-efficacy. Thus, it is to suggest utilizable SNS of professors and a teaching method utilizing Community to college students who need basic learning skills.