• Journal of the Korean Society for information Management
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• v.26 no.3
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• pp.239-259
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• 2009

The study aims at investigating students' behaviors and perceptions regarding the collaborative learning based group project using the wiki environment. The study utilized Google Sites as a case, and analyzed file unloads, the use of web pages, navigation bars, and comments as well as surveys. The study discusses main characteristics of students' activities in the collaborative learning group project, which are drawn from the analysis of students' behaviors and perceptions. The study also provides implications for improvement of wiki environment to support collaborative learning in education.

• Educational Technology International
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• v.10 no.2
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• pp.29-61
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• 2009

The purpose of this study was to design an inquiry supporting tool on wiki based collaborative learning and to investigate the effect of the inquiry supporting tool. Eight design principles were selected and more specified design strategies were made from the literatures. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system. The second system was implemented in the classroom again. Finally developed wiki-based inquiry supporting tool system is unique in that it allows instructors to design their own CSCL inquiry activities, and it has intuitive menu tabs showing inquiry learning processes.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.485-491
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• 2010

The arrival of the Web 2.0 age, which is characterized by such key words as participation, sharing and openness, provides a learning environment in which both instructors and students can experience interactivity. In the educational area, we are particularly witnessing a growing interest in the social software like Wiki as one of the communication tools that reflects the characteristics of Web 2.0 and focuses on the interactivity with others. Based on this background, this study aims to examine into the meanings of interactivity inherent in the Wiki-based learning by studying such cases where Wiki is being used as a learning tool. For the purpose of our study, we practiced the Wiki-based learning method on the study subjects of the 17 junior students from U- University and 18 junior students from K- University during their 2009 fall semester teacher training courses. Through a comprehensive analysis of the questionnaires, interviews, Interactivity Measurement Diagram, examinations on the Wiki uses, Daily Self-reflection Records, and any other materials collected throughout the program, we could garner the following results: First, most of the students acknowledged that the use of Wiki was a useful communication means and helped promote their interactivity during their learning activities. Second, the interactivity of the Wiki-based learning was found to be more dynamic in the team-based projects or the community-based Wiki uses than in the instructor-oriented cases. Third, the Wiki-based learning is judged effective in expanding the scope of thinking and improving the learning capabilities through the collaborative knowledge-building process. The educational employment of the social software like Wiki in this web 2.0 age has great potentials for the true establishment of the learner-oriented learning environment, which has long remained at a standstill.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.65-74
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• 2012

Wiki is an online-based collaborative tool, and has been frequently used more recently as it realizes the paradigm of web 2.0 in educational context. Especially, wiki promotes collaborative knowledge building which is the major interest of this study. The purpose of this research is to investigate the relationships among academic self-efficacy, self-efficacy for group work, wiki anxiety, participation in wiki activity, and learning achievement. Fifty nine college students participated in the wiki activity, and the data from fifty three were used for the multiple regression and path analysis. The results reported that academic self-efficacy and wiki anxiety affected participation in wiki activity, and these two variables also had indirect effects on learning achievement, mediated by participation.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.41-48
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• 2006

The latest several studies show that Wiki is a very efficient tools for collaborative learning in the distributed environments. Even though Wiki supports efficient knowledge sharing between group members, there are still some problems to be solved for collaborative learning. Since the structure of group contents becomes more complex and the links between pages are dynamically changed, each member of group has difficulties to perceive the changed contents and links on group pages. We designed the adaptive navigation system to guide individual browsing paths of each member through the calculating of friendship and the state of pages. At first we developed the relation model between member and each pages by the historical log that stored the change of pages and the activity of members, and then we implemented the adaptive navigation system using the model. Experimental results show that this adaptive system is very effective to share the group knowledge and to promote collaborative learning activities.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.66-78
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• 2019

This study aimed to investigate the effects of scaffolding on creativity in Wiki-based collaborative learning. Wiki-based collaborative learning was implemented over three sessions among 67 sixth graders in an elementary school, and subjects were divided into three groups: Group 1 had a teachers' scaffolding and self-questioning script; Group 2 had a teachers' scaffolding; and Group 3, the control group, had no scaffolding. Results showed a significant difference in creativity among the groups with different types of scaffolding(Wilks' Lambda=.238, F=8.678, p < .001). Group 1, had significantly higher performance compared to the Group in creativity. However, when self-questoning script and a teachers' scaffolding were offered, self-scaffolding was not found to have a significant effect on learners' Originality of creativity. Group 2 showed higher performance in Originality of creativity when only a teachers' scaffolding was offered in the collaborative learning. The results of this study suggest that teachers' scaffolding and self-scaffolding have positive effects on creativity, but the need for a differentiated self-scaffolding strategy to identify the factors that influence creativity in wiki-based collaborative learning.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.399-417
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• 2013

The purposes of this study are to investigate students' attitudes regarding group projects and to suggest an effective way to promote collaborative learning using Wiki. This study employed a survey questionnaire, which was distributed to students enrolled in classes provided by a university in Seoul. The result revealed that students preferred individual projects to group projects because various barriers occur in the process of group projects. Students' responses also indicated that rapport among group members influences the success of a group project. In addition, Wiki, as a Web 2.0 tool for group collaboration, was recognized as being useful in terms of promoting openness, modification, and effectiveness. Based on these findings, this study suggests the following for effective collaborative learning: (1) conducting peer- and self-assessments to avoid social loafing, (2) establishing rapport among group members, and (3) using Wiki in an active manner.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.525-531
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• 2011

This study is about the system for knowledge management in the Wiki-based project learning. We implement the Wiki-based project learning system which is focused on a new Web paradigm and technology development to grasp the knowledge flow of a learner effectively under a project learning condition. Implementation of the system has used a Web 2.0 technology to easily understand SECI Knowledge Management types which form the Externalization, Combination and Internalization steps. Moreover, the system structure has been designed instinctively for harmonious knowledge use or reuse. As a result of the experiment, we found out that the collaborative knowledge steps moved along the flow of project learning.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.167-173
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• 2011

Recently, the Web 2.0 bas gained much attention as an advanced form of Web technology. It is well observed that openness, participation, and sharing are the key ideas of Web 2.0 among many desirable characteristics of the technology. Furthermore, Wiki is one of the best representing tools that reflect effectively most of the characteristics of Web 2.0. Wiki is widely used to provide a Web-based communication tool for collaborative writing and editing freely. Therefore, it may be used for collaborative learning so that students can learn how to interact online with each other effectively and also acquire communication skills in an affirmative way. In the paper, we will discuss how students can change their aggresive, offensive, judgemental attitudes to affirmative, aggreable, thoughtful ones by way of exposing them to collaborative learning environment using Wiki as their interactive communication tool.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.115-123
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• 2007

Collaborative knowledge is continuously producted and modified by group individuals during collaboration and it is also fostered in a radical trust environment like Wiki. The example is Wikipedia. However I found out a big problem as difficulties of exploring when the knowledge space is extended more and more widely. To solve this problem, collaborative knowledge management systems are implemented based on wiki. The one is navigation map that supports the efficient exploring and the another is knowledge map that supports a convergent thinking in a group. In this study, we examined the effectiveness of navigation map and knowledge map.