• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.281-308
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• 2003

The purpose of this study is to determine the effects of CMC-based English learning. In this study, CMC components were found to provide circumstances of facilitating interactions between student-student and student-student-teacher, which enabled students to accomplish language learning tasks. Findings of this study are as follows: First, CMC based language learning experience helps students have positive attitudes toward their English language learning. Second, student-student-instructor interaction group outperformed other groups in academic achievement and class activity participation. Third, cooperative learning groups more actively participated in the class activity than the individual learning group resulting in better academic performances. These findings supported the fact that cooperative learning with CMC components are useful in bringing more class participation and positive attitude that were believed to foster language learning than other groups in traditional language learning environments. This study suggests that the instructor needs to use instructional design strategies helpful to facilitate active interactions between instructors and students in order to achieve better effectiveness of English learning in a CMC based learning environment.

• 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 The Korean Association For Science Education
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• v.17 no.3
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• pp.251-260
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• 1997

The instructional influences of cooperative learning strategies, which emphasize mutual interdependency of learners, group goal, and individual accountability, upon students' achievement, the attitude toward science instruction and the perception of learning environment were investigated. Before instruction, the prior knowledge test about atoms and molecules, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered, and the grade in the previous mathematics course was obtained. These scores were used as covariates. Mid-term examination score was used as blocking variable. For instruction, three different strategies-traditional individual learning, small group learning, and cooperative learning-were used and teaching materials for the units of mole and stoichiometry were also prepared. After instruction, the researcher-made achievement test, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered. The perception questionnaire of group activities was also administered to the two treatment groups. In the quantitative subtest, the scores of cooperative learning group and small group learning group were significantly higher than those of traditional individual learning group. However, the cooperative learning group's scores in the achievement test and the qualitative subtest were significantly higher than those of small group learning group and traditional individual learning group. The students in the cooperative learning group were found to have the most positive perception of learning environment but to have similar attitudes toward science instruction. No interaction between the treatment and the level of the previous achievement was found in any of the analyses. In the perception questionnaire of group activities, students in both small group learning group and cooperative learning group exhibited positive perception of group activities. However, students in the cooperative learning group tended to think that their activities were related with their group's success. Educational implications are discussed.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1998.04a
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• pp.304-308
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• 1998

Technical advances in computer networks and the Internet bring a new communication era and provide effective solutions for cooperative works and research. These technological advances introduced the concept of cyberspace that many people involve reseach and a project at different locations at the same time. In this paper, we present a fast and effective interaction protocol that is aeapted to the COLAB(COIIaborative LABoratory) Systems which use a high-speed ATM Network. The CCOLAB systems is developed for researchers those who are doing a large project on the collaborative research environment. The interaction protocol that we developed supports multi-session and multi-channel on the TCP/IP Network and provides more flexible solution to control multimedia data on the network.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.8 no.3
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• pp.1-16
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• 2013

The purpose of study is to promote the development of medium size enterprises(MSE) by analyzing the causal relationship between technology acquisition strategy and firms' performance. In this study, we use the number of intellectual property, sales growth rates, and return on sales as proxy variables of technological and financial performances. This study includes internal R&D investment, cooperative R&D with academy, foreign technologies transferred, and their interaction effects as the independent variables. The results of study are as follows. Frist, R&D Investment, Foreign Technologies Transferred and their interaction effects are positively influence on technological performance. Second, Cooperative R&D with academy and the interaction effects of R&D Investment and Cooperative R&D with academy are negative influence on technological performance. On the other hand, all of the main independent variables and the interaction effects have non-significant relationships with financial performances. These results imply that technological innovation efforts of MSEs do not effectively increase their financial performances. Furthermore, technological supports of government and academy on MSEs' innovation do not effectively increase their innovation outputs. Finally, this study discussed its theoretical and practical implications and the limitations of the study.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Journal of the Korean Home Economics Association
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• v.40 no.4
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• pp.153-165
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• 2002

The purpose of this study was to examine the effect of socioeconomic status and the children's sex on mothers'teaching strategies and their children's responses during a cooperative problem-solving task. The subjects were 15 higher SES mothers and their 5-years-old children dyads. The mothers' teaching strategies and their children's responses were videotaped during a cooperative problem solving task and analyze using a scheme developed by Kermani and Brenner. The results of this study were as follows. First, the mothers with higher SES were more likely to promote 'independence' and less likely to 'verbal prompt'direct performance' than the mothers with lower SES. Second, the children from higher SES families were more likely to refuse their mothers' assistance. Third, the mothers of boys were more likely to use the 'direct teaching'and 'modify'strategies and less likely to use 'independence promoting'strategy than the mothers of girls. Finally, girls were more likely than boys to ask questions for assistance or assurance.

• The Transactions of the Korea Information Processing Society
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• v.6 no.5
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• pp.1253-1262
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• 1999

For the efficient co-authoring of multimedia documents in a distributed systems environment, the cooperative-work management systems that can not only allow the sharing of distributed resources but also facilitate the authors' interaction, are needed. In this paper, we present a cooperative-work management system with hybrid architecture, called CW-MAN, in which the information on shared objects and co-authoring management is stored in a dedicated computer system but the shared objects distributed all over the local computer systems. The main management functions provided by the CW-MAN are those for shared objects, session, and telepointing. The shared-object use them exclusively. The session managements allows authors to dynamically create, update, and destroy sessions. Lastly, the telepointing management allows local pointing events to be synchronously presented to remote systems.

• 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.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.193-207
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• 2014

This study provides job competency, self-leadership, and organizational culture as the determinants of job performance and examines interaction effects between and among determinants. Based on the empirical results, job competency and self-leadership affect job performance respectively in positive ways. but organizational culture does not. The interaction of self-leadership and organizational culture affects job performance in a positive way, whereas the interaction of job competency and self-leadership and the interaction of job competency and organizational culture do not. Also, the three-way interaction among job competency, self-leadership and organizational culture affects job performance in a positive way. It is our contribution that we introduce the factors suggested from different research streams explaining job performance and attempt to combine them in a single integrative model.